Client Robyn Bryan-Norton Park ES-Robyn.Bryan@cobbk12.

org
Information Certification: 639374
Assessment ASSESSMENT SESSION
for Phases of  The class reviewed the “I can” statement for the standard: “I can make
the Moon an illustration of the phases of the moon and verbally explain why the
moon shines and name each phase.”
 The teacher gave each student a rubric and discussed the grading for
the Moon Phases assessment. The rubric follows the required report
card grading system. SEE BELOW IN ASSESSMENT TOOLS
 Q & A time for students who needed clarification
 Students with accommodations worked with the teacher for read to
and small group clarification
THE FOLLOWING DIRECTIONS WERE POSTED ON THE
SMARTBOARD AND REVIEWED WITH STUDENTS

PHASES OF MOON PROJECT-BASED ASSESSMENT DIRECTIONS

You will be creating your own diagram of the phases of the moon using
the KIDSPIRATION app. on your laptop. Follow the directions and rubric
carefully to complete your assessment and demonstrate your knowledge of
the placement of the moon and its phases in relation to the Earth and Sun.
Check off each step as you complete it.

1) Click on KIDSPIRATION APP.

2) Choose a background color for the nighttime sky.
3) Use the “search box” to choose a sun and an earth, drag, and position.
4) Use the “search box” to choose moon phases and place phases in the
correct sequence.
5) Label each phase of the moon and review your spelling
6) Make sure you edit your work (make corrections as needed) before saving.
HINT: DID YOU CHECK THE RUBRIC?
7) Raise your hand and the teacher will print your assessment.
8) Get a red IPad. Click on Flipgrid App. Flipgrid Code: Donald.
Enter your lunch number. Click on the Phases of the Moon grid.
 Place your IPad on the easel and show your project while presenting
the following information.
 Explain why the moon shines and list the phases of the moon in order.
 You will use full sentences to explain how you aligned the sun, earth
and moon.
 Point to each moon phase and tell us the name of it and any other
information you want to tell us about where it is positioned or how it
shines.
 For example, ”This is the full moon and we can see all of it because”
9) When you have completed above directions-turn in your project with the
rubric.
10) You will be rotating through stations.
 11) Black IPads for Lunar Cycle Challenge-
This will allow you another opportunity to demonstrate their understanding of
the phases of the moon.
 In the Lunar Cycle Challenge, your goal is to drag the correct moon
phase to its place
 There are three levels, and your mission is to complete all three levels.
12) OER Mini-quiz for practice until first group of students complete their
Kidspiration illustrations:
This quiz does not have illustrations of the moon and uses your critical
thinking to move the text strips into the correct sequence for the phases of the
moon and answer two multiple choice questions.
 Drag items from the left column to the correct order in the right
column.
Rubric The rubric was designed to assess the student’s knowledge for Georgia
standard S2E2 in understanding the sun and moon, and its effect on the earth.
ELAGSE2SL2: Recount or describe key ideas or details from written texts
read aloud or information presented orally or through other media. The two
areas the students were graded are the proficiency in creating a diagram of
their knowledge and verbal capability to explain either on Flipgrid or
presentation to the class due to lack of technology during ACCESS testing.
Student
Work/
Feedback/
Grade

Report The students were enthusiastic about the project and able to complete the
Findings assessment as directed. The students were able to follow the directions easily
and did not request clarification. The class has used the Kidspiration app.
previously but not for assessment. They were proficient in their skills with
navigating the tools. A few girls requested to change colors of graphics and I
demonstrated to the class how to change the colors. They are digital natives
and were able to perform better than expected.

The outcomes that were surprising are the boys were more conscientious
when they aligned the sun, earth, and moon because some of the girls placed
the sun in the corner and were not as exact in the alignment. Yet, the girls
were more proficient in their verbal skills explaining why the moon shines,
 explaining he phases, and and labeling their phases. In addition, the girls
spent more time editing their spelling for errors. Overall, the project-based
assessment went very well.

The part we would change is the Flipgrid due to the county not wanting the
students using the application due to privacy issues and lack of IPads with the
application available. I suggested using Seesaw instead because it is a private
application directly linked to the parents. We allowed a few students to
present to the class because we did not have enough technology and there
were time constraints, so that may have to change to class preentations. In
addition, we would spend more time with visuals and hands on activities
during instruction while verbally collaborating with classmates before the
assessment.
Impact on
Student Student Grades
Learning
0%
18% 24%

3+
3
2
58%
1

Boys Girls

22% 14% 3+ 14% 3+

43%
3 3
2 43% 2
64%
1 1
 ELL

0%
20%
40% 3+
3

40% 2
1

The class consists of 21 students: 14 boys, 7 girls, 10 English Language

Learners, and two EIP. The data analysis exhibits the majority or 58% of the
classroom population received a score of (3) on the rubric. While 26% of the
general classroom population scored a (3+) and were able to exceed
standards. The remaining 16% scored a (2) and need improvement in
identifying the phases by proper name and verbal explanation of the phases of
the moon.

The quantitative data for the subgroup or boys and subgroup with girls shows
43% of girls scored a (3+) or exceeding standards compared to 14% of the
boys. The majority of the boys or 64% scored a (3) meeting standards
compared to 43% of girls. The remaining 22% of boys and 14% of girls
scored a (2) needing improvement.

The ELL subgroup has ten students consisting of three girls and seven boys.
Both boys and girls had 40% scoring (3+) and 40% at a (3) on the rubric. The
remaining 20% scored a (2) or needs improvement.

The data shows 82% of the student population exceeded or met standards for
this project-based assessment. The students were able to demonstrate their
knowledge without having to struggle though another text only assessment.
This offered the teachers an opportunity to collect data on the lower
performing students and reteach information using different strategies. We
were able to analyze what their strengths and weakness were within the
standard.
Future After analyzing the data and reviewing the lessons for this standard, we
Instruction determined the students receiving a score of needs improvement were part of
Plans the ELL and EIP subgroups. These students struggled with remembering the
phases of the moon and their verbal skills. We discussed how children
process visual images 60,000 faster with oral presentation than with text and
verbal instruction. Currently, most of the center work is text driven and does
not focus on visuals and verbal interaction. The following will be revised in
the future instructional plan:

1) The instruction will provide an introduction video from Brain Pop in

English and Spanish. Brain Pop has a short quiz, so the teacher can have
immediate knowledge of who will need extra assistance.
2) We will create a matching game revising the OER we used for center
work. The OER had students ordering the phases only using text. We will
revise the OER to match the phases in text to an image and then place them in
order.
3) Flocabulary will be part of all unit lesson plans and assists all students. It
also has activities that will be used as a formative.
4) A hands on activity from the districts OER site will be implemented
5) Students will practice their verbal skills with Chatterpix and pair sharing.

The activities will be differentiated for each group and still focus on creating
critical thinking skills and challenging the students with high expectations for
all students. A guided group with the teacher is imperative to drive the
instruction based on the students’ needs.