Katherine Tipp

TSW- 4

EDUC 329

TWS 4: Assessment Plan

I chose a PASS review lesson as my showcase lesson to show a quality lesson
with not only content but also a variety of teaching and assessment techniques
(technology, oral, written, etc.). This material is important because it prepares the
students for the PASS test which they will take at the end of the year and will
determine their placement in classes for the following year. This lesson included
both a pre-assessment, a casual verbal assessment during the lesson and a postassessment. The assessments were created to ensure that each student was
participating orally and in writing and also to gage their grasp on the content with
100% accuracy. Although this was a review lesson of material that had already
been covered I did see a change in their knowledge base from beginning to end
and am hopeful that it will better prepare for the standardized test.

Lesson Objectives

Assessments

Objective 1:
Students will be able
to recall past
information about
historical figures
given the PowerPoint
to 100% accuracy.

Assessments for
objectives one
through four:

Objective 2:
Students will be able
to use technology to
vote for Historical
Hysteria given the
Ipads to 100%
accuracy.

Pre- : Students
will answer five
questions at the
beginning of
class that
review
knowledge from
the previous
days lesson
and also make
connections for
further review.

Format of
Formative
Assessments
The
assessments
will be used to
measure
students
knowledge and
hold them
accountable for
the information
they were
taught.
If students are
successful they
will be able to
score highly on

Accommodations
To begin, I will initially
try to ensure that the
pairs have varied
student ability to
ensure that there is
equality for all
students if possible.
If a student finishes
quickly I will have
them assist any other
students who may be
struggling with the
work, encouraging
peer learning. If there
begins to be an

Katherine Tipp

TSW- 4

Objective 3:
Students will be able
to complete the PASS
review packet given
there past lecture
notes to 100%
accuracy.

These questions
are called
Focus
questions and
are created
from the
standard.

Objective 4:
Students will listen,
comprehend, and
respond to the
answers of their
peers during PASS
review given the
correct answers by
the teacher to 100%
accuracy.

During: I will
observe
students and
call on each one
to answer a
question at
some point in
the lesson. This
will help me to
examine how
alert, focused,
and engaged
they are in the
lesson. The
students will
receive a
participation
grade.
Post- : Each
student will
obtain a PASS
review packet
that has fifteen
questions on it.
These questions
will be
formatted
similarly to
those they will
see on the PASS
test. It will be
collected for an
eventual test
grade.

EDUC 329
their PASS test
and be able to
excel in further
classes. They
will also have a
solid knowledge
base before
moving on to
more
challenging
content.
If students
struggle they
may not do as
well on PASS
testing and
ultimately may
end up in lower
level classes.
These classes
may not
challenge them
and not force
them to strive
to be a better
student. I will
walk around the
room and
provide answers
tot heir
questions to
ensure they are
as successful as
they can be.

excess of those
students then I will
have them pre-read
the next assignment
independently until it
is time to move on or
the other members in
their group catch up.
For slower paced
learners, they will
receive help from their
group members
throughout the lesson
when needed such as
using the system
described above.
Students with special
needs will also be
assisted by their peers
and myself during the
duration of the lesson
as needed. Other
accommodations will
be made accordingly
such as giving them
extended time
(perhaps even giving
them the assignment
the day before for
home work) or orally
dictating the assigned
reading. Two students
have 504 plans and
one student has an
IEP. There
accommodations will
consist of what is
outlined in their
personal plans.

Katherine Tipp

TSW- 4

EDUC 329

Describe the pre- and post-assessments that are aligned with your lesson
objective(s).
The Focus questions were written on the board when the students came
into the classroom. They took out a piece of paper and wrote both the question
and the answer on the same sheet to be turned in. The students were allowed to
use their desk partner for a reference but were not allowed to use previous notes.
This strategy was to encourage peer learning but also keep them accountable for
paying attention during the lesson the previous day. I graded these for not only
accuracy but also general spelling and grammar to encourage collaboration across
disciplines. The post-assessment was a very thorough and I knew it would be a bit
challenging for some of the students in the class but I wanted to get an accurate
view of where they were. The post-assessment was formatted to mirror the actual
PASS test so it included mostly fill-in-the-blank so the students received credit for
both filling in the blank with the correct term but also for spelling. I did not mark of
for small errors but instead made corrections and quickly reviewed them. I also
reviewed the most common questions missed so we could discuss them as a class.

Discuss your plan for determining student progress during the lesson(s).
The assessment performed during the lesson was mostly observation. I
asked numerous questions during the lesson, after the students had answered
their Focus questions, and took note of who was quick to answer, which
answered correctly and also who I had to force to answer. I have noticed some
students are afraid to answer aloud so I also gave opportunities for the students to
share their answers with peers around them while I walked around and listened to

Katherine Tipp

TSW- 4

EDUC 329

conversation. While scanning the classroom I observed students notes to ensure

they were using the correct format and getting the majority of the content that
they needed.

Post-assessment results.
Student

Post-Assessment Score
(Out of 15)

11

13

10

14

10

14

14

13

10

11

11

14

12

13

14

10

15

15

16

13

17

14

18

On this assessment there proves to be somewhat of a dramatic diference for

some students between the pre- and post-assessment. No student scored below a

Katherine Tipp

TSW- 4

EDUC 329

7 which was encouraging and also a reflection on the knowledge they retained
during the lesson. Once again over half of the class scored above a 12 with five
students scoring a 14, which is the highest scoring category out of the whole
class. The class average was around a 79.4% on the post-assessment.