TWS 4: Assessment Plan

For my showcase lesson, which is on Verbs. I am basing my lesson on ELA standard(s):

o CCSS.ELA-Literacy.L.2.1.d: Form and use the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).
o CCSS.ELA-Literacy.L.2.3: Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
I have an assessment plan for the pre assessment, during, and post. The chart below describes
all 3 plans of assessment for this lesson:
Learning
Objective
After giving
instruction
through
PowerPoint and
inserts from the
book, students
should be able
to complete a
worksheet in
class with 80%
of the questions
correct in order
to have
mastered the
standard.

Pre-Assessment

During
Assessment
For the pre
For the during
assessment I will assessment I will
ask students
ask questions
what they think throughout on
a verb is. I will
given
then put simple PowerPoints to
sentences on
check and make
the board (3 of
sure students
them) and ask
are grasping the
the students to
concept of the
think about
objective for this
what word the
lesson. Some
verb is in the
questions might
given sentences. be, What is a
I will have
verb? Does
students to
every sentence
write these in
have a verb in
their word
it? Why are
journals so that verbs
as they work I
important? This
can look around questions would
at what they
be on slides after
know and what
this certain
student knows
information has
what.
been taught.

Post-Assessment

Accommodations

The post
assessment will
consist of a
worksheet that
students will
complete at their
desk
independently. To
ensure that
students have
mastered the
given standard
they will need to
score an 80% or
better on the
worksheet.

I will provide
concrete
examples for
students along
with repeating
instruction and
what is expected
of them to do
before, during,
and after this
lesson. I will
provide extra
time for
questions while
post assessment
is being done so
all students will
have a chance to
ask anything if
they need to. I
will also allow
extra time during
recess if students
do not finish the
activities of this
lesson. For those
students who
finish early, they
will be asked to
read so the
students who are

still working will

have the
appropriate noise
level and time to
concentrate on
their activity.
Scoring:
For scoring my pre assessment, I walked around the room as students completed the sentences
and made mental notes of who got what right. Most of the students did extremely well
considering the sentences were very easy and the verbs were extremely obvious. For my during
assessment I scored the students by engaging them in a conversation of the questions that
were asked. I made notes on who exactly answered what so I could ensure that all students had
participated. If students participated, whether answer was correct or not, they received the full
credit for this assessment. For the post assessment, each question on the worksheet counted
10 points and students were instructed to circle the verb in each sentence. Students were given
the amount of correct answers they received points for over the total number which was 100.
No specific rubrics were used for the scoring process, but a master key with the correct answers
was used in scoring the post assessment worksheet.

I have listed the learning objective for my showcase lesson and each assessment I plan to
administer before, during, and after the lesson. Each of these assessments that I have chosen to
give are developmentally appropriate for second grade and I think I would get the best
feedback off of this rather than others based on the students in my class.
Some accommodations that might need to be made for these assessments would be that some
students work faster than others, so time limits will be put in to place along with an alternate
activity to do when students finish so others can have enough time to get their things done. I do
not have any ELL students in my classroom, but I do have one special needs student. This
student will more than likely not grasp the lesson objective on the first time being taught so an
accommodation might need to be made when looking at the scoring of his post assessment. I
feel that this student will be successful in learning something from this lesson, but I am
planning ahead in order to help him with scoring by a different rubric based on his past abilities.
Use of formative assessment:
By giving these assessments before, during, and after the lesson I am able to better see and
understand student progress and understanding through our time focusing on this unit. As in
every lesson, some students will grasp the lesson objective with little to no practice, while

others will not grasp the concept unless additional help and extra practice is given. I will use the
assessment data collected to further my instruction practice and to get a better look on where
students stand with certain units. For the students who do not grasp the concept I am teaching,
I will be able to better instruct them in smaller group setting,
Student
Score
extra activities on certain units, and one on one help if needed. I
can gather this information from the assessments given during a
given unit. For those students who do understand the concept
being taught, they will be able to build on the given unit. For example, the students in my
classroom who mastered the lesson objective of verbs, will now move on to constructing
sentences using verbs and what linking verbs are. Even though we are staying on the same
topic as the past lesson, they are now growing their knowledge in this small piece of crucial
sentence structure.

The table below is data collected from the pre and post assessment for this given lesson:
With scoring my pre assessment, I listed 3 sentences on the board. If a student got 1 correct,
they fall into the 0-30 category; if they got 2 correct, they fall into the 40-70 category; if all
three are correct, they fall into the 80-100 category.
The class average for this lesson was a 68.5. According to my lesson objective and the amount
that would be considered mastery, this does not reach that amount. Even though the entire
class did not score as highly as necessary, 10/20 students did score a mastery level on this
lesson.

Score in %
0-30
40-70
80-100

Number of students who

scored certain % on the Pre
Assessment
4
10
6

Number of students who

scored certain % on the Post
Assessment
2
8
10

Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

70/100
20/100
60/100
40/100
70/100
40/100
60/100
70/100
60/100
90/100
90/100
100/100
80/100
80/100
60/100
90/100
90/100
90/100
20/100
90/100
20/100
ABSENT

Below is a chart that has every students score on the post

assessment that was given for this lesson. I had one student
absent that day which is why the class average is out of 21
students and not 22.