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NAME: ____________________

DATE: _____________________

Assessment 1: Rhyming Unit

Directions: Complete questions 1-4 on the spaces below. Use words that rhyme in each of your
sentences to show me what you have learned about rhyming in this unit. (Assessment
may be done with a teacher)

1. Write one sentence with two words that rhyme in it. Circle the two rhyming words you


2. Write a sentence with a word in it that rhymes with the word cat. Circle the rhyming

word you used in the sentence.

3. Write two words that rhyme with the word sad. Then use these two new words in a sentence.

Words: ______________________ ______________________

Sentence: __________________________________________________________________

Directions: In the lines below, pick one question to write about. Use two rhyming words in
your story or poem. Be creative!

4a. Write a short poem about your favorite pet. Use two rhyming words in your poem.

4b. Write a two sentence story about what you like to do at school. Use two rhyming words
in your story.
Rhyming Assessment Rubric

Needs Developing Good Excellent!


Student can
identify rhyming

1 2 3 4
words and use
them in a

Student uses

word structure,
1 2 4
completes all
provided on
1 2 3 4
(Circle rhyming
understands the
between a poem
and a short
1 2 3 4
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 constructed response assessment provide evidence
that you have met or are beginning to meet this competency?

I believe that my final version of this assessment has met the competency above because it
provides the correct types of constructed response questions that were needed. Each question
covers information that needed to be retained after learning information throughout the rhyming
unit. The sentence, or short essay, questions cover the content area as well as shows me have
they will be able to connect rhyming words with complete sentences. I also gave them a choice
between two extended response questions, so they could feel more confident in their answer, as
well as having more options to choose from. I designed this assessment to the best of my ability
for the correct unit, age level, and my acquired knowledge about constructed response questions
from this class. My variety of questions would let me as a teacher see how much knowledge my
students have learned about during this unit. This competency has been met as I revised and
completed this assessment.

2. In what ways could you plan for and engage students in opportunities to articulate the
learning targets related to your assessment, monitor their own progress, and identify the
support they need to achieve the learning targets?

I would make sure to hit all of the learning targets when teaching the unit through certain lessons
and worksheets, as well as making my objectives and learning target clear on the assessment. I
have been creating the different assessments for first grade students, so I believe that it would be
fairly easy for me to identify that they are getting the support they need to achieve the learning
targets. If they are not able to tell me a sentence that contains rhyming words, then I will know
that they need a lot more practice in this unit. I think it would help if I started out with the
selected response questions, gave them examples, then let the students try and complete their
own sentences in the constructed response assessment. I think it is a process of learning and
would take time, but I think they would be able to self- monitor their own progress by realizing if
they know a variety of rhyming words or not. Giving them real life examples in sentences would
help them a lot with creating their own sentences for completing their test. Every opportunity I
have, I will rhyme for them to see if they are able to identify that I am using words that rhyme in
my sentences for their benefit in further learning.

3. What problems did you encounter while you were working on this assessment? How did
you solve them?
Some of the problems I encountered was figuring out a second question to provide for my
extended response. I want the two questions to be the same level of toughness for the students,
but also providing them with options. To fix this problem, I brainstormed, changed my questions
multiple times until I found the ones I thought fit best, and searched online for possible
recommendations. Another problem I encountered was matching the rubric correctly with my
assessment. Constructed response questions and rubrics are fairly new to me, so I had to play
around with them and also refer to note and our textbook for additional help.

4. How did you incorporate the feedback of your peers into your final version of your

I incorporated a lot of my feedback that I was given by my peers because I found it very useful.
One piece of feedback was to have the students circle the rhyming words they used in each of the
sentences they created. I liked and used this idea because I think that it helps the students
recognize the rhyming words they used even better and they get to use more identifying
strategies. A student could write two words that may have thought to be rhyming words, circled
them, then realized they they may not have actually rhymed after checking their work. I also was
more specific when creating my extended response questions as told to do as well. I think the
feedback was very helpful and completed the pieces I was missing to my assessment.

5. What would you like to know more about concerning constructed response assessment?

I would like to learn more in-depth information about constructed response questions because I
believe I learn more from listening to a teacher rather than reading information out of a book for
the first time. As I was reading through the textbook, the examples they used were not helpful to
my understanding. It gave constructed response and rubric examples using math, and that is not
helpful to me when I am doing a first grade rhyming unit. I would also like to learn more about
how detailed our directions should be when asking a student, such as a first grader, so write a
paragraph or essay type of response. In their case, an essay is about two complete sentences. I
would like to know how much information we need to provide to the student before they are able
to fully comprehend the question being asked.