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# TWS 4: Assessment Plan

Amanda Cash
A. Overview of Assessment Plan
Mini-Unit
Objective(s)

Pre-Assessment

Accommodations/
Modifications

Students will
examine the
relationship
between the place
value of
hundreds, tens,
and ones. This
will be
demonstrated
using a variety of
strategies
including
modeling and
problem solving.

The preassessment
consists of
twenty four
problems
relating to place
value. The preassessment will
be used to
determine which
students are
exceeding the
standard, at the
standard, or
approaching the
standard prior to
the lesson.

## I will use the

scores from the
pre-assessment to
place students
into sub groups.
The cooperating
teacher and I will
each work with a
small group of
students that are
approaching the
standard to
provide
individualized
instruction.
I will also
accommodate
students in the
other two groups
throughout the
lesson to ensure
that all students
needs are being
met.

Lessons
Include objective
for each lesson
Lesson 1
Students will work
with place value and
examine the
difference in
representations of
place value.
Students will use an
called Place Value to
build numbers.
Students will build
numbers using base
ten blocks
manipulates on the
app and also express
the numbers in
expanded form.

Lesson 2
Students will work
with place value
while solving word
problems.
Students will use the
application from
lesson one to aid in
solving place value
word problems.
Students will use the
app to model the
word problems and
to justify their

Lesson 3
Students will
represent numbers in
various ways using
place value.
The teacher will
provide a number
written in word form.

Post-Assessment

Whole group:
The post
assessment is the
same as the pre
assessment.
Students will take
the post
assessment after
the mini unit to
provide evidence
of student
learning.

I plan to group
students into three
different
subgroups
according to the
scores from the
post assessment.
Subgroups:
Exceeding
standard
At standard
Approaching
standard

application from
previous lessons,
number and express
it in various ways on

## B. Pre and Post Assessments

The pre and post assessment consists of twenty four problems that relate to place
value. The pre and post assessment will be used to evaluate student learning regarding
the content knowledge of place value. The assessment is a multiple choice format and
has several different forms of questions related to place value. I will use the preassessment data to guide my instructional planning for the mini unit. When grading
the assessments I plan to focus on the number of incorrect answers out of the total
twenty four questions. The assessments will be graded using the standard letter
grading system. This system classifies a grade of 93-100 as an A, 92-85 as a B, 84-75
as a C, and 74-60 as a D. Anything below a 60 is considered unsatisfactory. I plan to
organize the pre and post assessment scores into three different groups. I consider the
letter grade A to be exceeding the standard and the grades B and C to be at standard.
Anything below the grade of a D will be grouped as approaching standard. I have
attached an example of the pre and post assessment.

## C. Student Progress During Lessons

I plan to use several different formative assessments to monitor student
progress during the lessons. I plan to walk around and observe students while they are
working. This will allow me to listen and personally observe individual students while
they are engaging in their learning. I will have a check list that I use to assess if
students are making progress within their groups. I also plan to use the I-pads as a tool
for assessing students. Once the students complete a task on their I-pads I will have
them screen shot their work and air drop it to the teachers I-pad. This is a valuable
form of assessment because this shows the students ability to independently complete
the place value problem and to model it using their I-pad application. I have attached
an example of the check list I will use to assess student progress during the lessons.

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lesson