Brian Lyda EDUC 429 TWS 3 Assessment Plan Overview:

My first 3 lessons on the Revolutionary War in South Carolina served as my showcase. I used an identical pre and post-assessment to for this showcase. The format of this assessment was a worksheet containing 6 multiple-choice questions. The question stems and answers were not one-word responses. The questions required careful reading of the stem and each answer choice. Students would be assessed on the number of questions they answered correctly on the pre and post-assessment. This data would then be compared to demonstrate student learning, or lack thereof. The questions dealt specifically with Patriots and Loyalists as well as with the 3 partisan fighters mentioned in the lesson objectives. I used different formative assessments as during assessments among the 3 lessons. First, we engaged in partner and class discussion using turn-and-talk and think-pair-share strategies throughout the 3 lessons. I used this to assess students progress toward the learning objectives. I also used a group presentation on 1 of the 3 partisan fighters as a during assessment. Students created a visual representation of information and the presented it to the class. Following this activity, I used a Venn diagram as one more during assessment to check for progress toward the lesson objectives. Pre-Assessment: (See Attachment 3.1) The purpose of this pre-assessment is to determine what the students already know regarding the subject matter of the Revolutionary War specifically in South Carolina. This information is important because it determines in which direction the lesson will go. If students have prior knowledge regarding any portion of the subject, the lesson may need to be altered. I may need to use this prior knowledge to shape instruction. At the same time, if students have no prior knowledge, this must be taken into account when teaching the current lesson and designing future lessons. The actual pre-assessment consists of 6 multiple choice questions that are aligned with lesson objectives. I will assure students that it is okay if they do not know the answers or have any idea what the question is saying. I will score the assessment according to number of correct responses. Scores could range from 0-6. 0 would indicate the student answered 0 questions correctly while 6 would indicate the student answered all 6 questions correctly. During the pre-assessment, I do not have a set goal as to number of correct answers I would like students to have due to the fact that they have not been taught this material prior to this assessment. I will simply be looking for an attempt to answer each question by the student. It is extremely important to get students to give their best effort, and it is important to record these scores. These scores will be used in comparison with post-assessment data to see if learning has taken place. Without a base score to see where students began, it is impossible to accurately contribute their postassessment scores to the instruction provided.

Brian Lyda EDUC 429 During Assessment:

The purpose of all during assessments is to monitor student progress toward the goal of achieving the lesson objectives. During assessments are extremely important and must be analyzed closely as to provide the correct next step in instruction. If students demonstrate progress toward the lesson objective, then the lesson can proceed as planned. If students demonstrate little to no progress or even begin to regress, then the lesson direction must be adapted on the spot. I used class and partner discussion to assess student progress. During these discussions, I was simply listening for logical answers that could be formed on the basis of the information being presented. If students could do this, we would move on with the lesson. I also used a group presentation and visual representation on a partisan fighter as a during assessment. Students should have facts from the text they were provided listed on their visual representations. If students created a visual that contained important facts about their partisan fighter and could articulate these facts during the presentation, I deemed the assessment successful and moved on with instruction. Finally, I had students fill out a Venn diagram following the group presentations. Students were to choose 2 of the 3 partisan fighters and compare/contrast them. I asked students to provide at least 1 fact in each area of the Venn diagram. If the students could do this, they were successful at this task. If they could not, then further instruction in the area may be needed.

Post-Assessment: (See Attachment 3.1) The purpose of the post-assessment is to see what the students have learned throughout these 3 lessons according to the lesson objectives. This information is crucial to me because it helps me determine if my instructional decisions were effective and resulted in student learning. The post assessment given is the same worksheet containing 6 multiple-choice questions as the pre-assessment. I will inform students that these are the same questions from the pre-assessment, but this time I expect them to read them carefully and answer them correctly. I will score this post-assessment just as I scored the pre-assessment. It will be scored according to correct responses, and scores will range from 0-6. Ideally, I would like all students to score 6 out of 6, but I realize that may be unrealistic. I will be looking for all students to correctly answer 4 out of the 6 questions to deem my instruction a complete success. If students answer 0 or 1 correctly, I will have to closely examine all factors including instructional decisions to find out why there was a lack of student learning.

Brian Lyda EDUC 429 Format of Formative Assessments

Lesson Objectives Lesson Objective 1 100% of students will be able to summarize, verbally and in writing, the Battle at Sullivans Island (Fort Moultrie) and the occupation of Charles Town by the British in 1780. Lesson Objective 2 100% of students will demonstrate an understanding of partisan warfare, specifically through the roles of Thomas Sumter, Andrew Pickens, and Francis Marion, during the Revolutionary War. Lesson Objective 3 100% of students will be able to summarize, verbally and in writing, the events/battles of the Revolutionary War in South Carolina, including the roles of partisan leaders Andrew Pickens, Thomas Sumter, and Francis Marion.

Assessments

Accommodations Provide examples of how to format the Venn diagram on the board. List key ideas that need to be included in student presentations on the board. Read directions aloud to students as necessary. Read questions and answers aloud to students as necessary. Participate in reenactments to present information in a different format. Students with language barriers will be provided with individual assistance during postassessment if so desired (ie. Read the test aloud).

Pre: WorksheetStudents will answer 6 multiple choice questions pertaining to the Revolutionary War in South Carolina. During: Observation, Class Discussion. Students will form a presentation on the partisan fighters in South Carolina mentioned in objective 2. Students will also complete a Venn diagram on 2 of the 3 aforementioned partisan fighters. Post: WorksheetStudents will answer the same 6 questions that were on the preassessment worksheet to demonstrate learning.

Pre-Assessment During Assessment Post-Assessment