NAME: ____________________

DATE: _____________________

Assessment 1: Rhyming Unit

1. The cat is wearing a red .
a. dog
b. hat
c. cow
d. frog

2. The mouse is in the ___________.

a. grass
b. water
c. house
d. room

3. The pot was very .

a. hot
b. cool
c. hog
d. cat

4. My dad is not mad or .

a. mom
b. ant
c. dog
d. sad

5. There is a bee on the .

a. duck
b. tree
c. rat
d. shell
Match each WORD with its rhyming WORD from each column.

WORD RHYME

6. car ___________ a. back

b. dish
7. fish ___________ c. cap
d. car
8. tack ___________ e. dip
f. mat
9. ship ___________ g. pat

10. tap ___________

Decide if each sentence below is TRUE or FALSE. Circle T for true and F for false.

11. Sing rhymes with song. T F

12. Fox rhymes with box. T F

13. Bear and pear rhyme. T F

14. Deer rhymes with bear. T F

15. Hut and mut rhyme with cut. T F

Circle all words that rhyme with the underlined word in each sentence.

16. Which words rhyme with mat?

a. cat
b. rat
c. took
d. sat
e. good

17. Bob rhymes with _________.

a. doll
b. rob
c. cob
d. mall
18. What words rhyme with back?
a. pink
b. beak
c. side
d. tack
e. rack

19. Top rhymes with which word(s)?

a. cop
b. pop
c. pot
d. pet

20. What word(s) rhyme with ball?

a. tall
b. call
c. mall
d. ball
e. all of the words above
Reflection Questions:

Please reflect on the following questions. Remember to type your response and submit with the
final version of your assessment.
1. The Assessment EdTPA competency for teacher candidates states:
Candidates individually and/or collaboratively design and implement a wide range of
assessment strategies to inform instruction and support student learning within and
across academic content areas.
How does the final version of your selected response assessment provide evidence that
you have met or beginning to meet this competency?

I believe that my final version of this assessment has met the competency above because it has a
wide variety of different selected response questions that covers all the information needed. The
different types of questions allow the students to show me how much information they truly
know. Some students prefer certain types of assessments because they are more confident in their
answers. For example, a student may prefer multiple choice questions over select all that apply
because there is commonly one correct answer in multiple choice compared to multiple answers
in select all that apply. I went back to check all the requirements that we have learned in class to
make sure that my assessment created correctly. I would not have remembered that it was better
to put the blank towards the end of each sentence if it were not for the guidelines and
competencies to look back on to remind me. Overall, the variety of each of the rhyming
questions is evidence that I have met this specific competency for this assessment.

2. What problems did you encounter while you were working on this assessment? How did
you solve them?

One of the problems that I encountered while creating this assessment was matching the
assessment with the grade level. I did not want to make the questions too hard for a first grade
student to accomplish. If I was to give this twenty question test to my first grade students, I
would probably do the test with them. I think this may be too much material for them to do on
their own. I also thought about maybe breaking it up into sections on different days, then the
assessment may not be as difficult for them to finish to their best ability. Another problem I came
across was using the correct terms in each sentence to make each question reasonable for the first
grade students. I tried my best to create questions that were short and to the point, but also not
confusing for them to understand. I also tried to make sure that each question was positive and I
made sure that no answers were too tricky, where there were similar words, but only one was
correct. I think it is important to keep it simple for first graders so they do not become too
discouraged, but they still get the correct information that they need.

3. How did you incorporate the feedback of your peers into your final version of your
assessment?

I incorporated my feedback from my peers by adding a few missing components. Both of my

peers thought I did a great job, but they thought I needed to match up my learning objectives to
the assessment a little more clearly. I went back through my assessment and matched it to my
advised learning assessment. They also recommended that I underline the primary words with
the words the students need to match up in the answer. I really liked this recommendation and
thought it would be very helpful for the students. I would be able to take away the underlines
when the students were more advanced in identifying rhyming words. The last way I
incorporated feedback was adding more options to the matching section. I went back and
checked all of the other requirements and I believe that I completed them all more successfully.

4. What would you like to know more about concerning selected response assessments?

Something I would like to know more about in selected response assessments is the correct
words to use when working with younger students. I know they may understand the rhyming
words because of the unit they just learned, but some of the words throughout the rest of the
sentence may be difficult for their grade level. I would also like to learn a little more in detail of
how know specifically that I matched up the assessment with the learning objectives from the
beginning. I would also like to be able to identify Blooms Taxonomy throughout the
assessment.