1
AROD WGU D184: Developing an Assessment System 100%
CORRECT |TASK 4
Developing an Assessment
System
Allison Rodriguez
MSCIN Program, Western Governors University
D184: Standards-Based Assessments (OKM1)
Chasity Dean-Anthony
December 24, 2024
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Guidelines and tips
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Developing an Assessment System for 9th Grade Science: Forms of Energy, Assignments of Nursing
A comprehensive assessment system for a 9th grade science unit on forms of energy. It includes a detailed breakdown of the unit's content, assessment strategies, and alignment with texas essential knowledge and skills (teks). A clear framework for teachers to design and implement effective assessments that measure student understanding of various forms of energy, including mechanical, electrical, light, thermal, and sound energy. It also emphasizes the importance of formative assessments throughout the unit to monitor student progress and provide targeted support.
Typology: Assignments
2024/2025
1 / 13
This page cannot be seen from the preview
Don't miss anything!
Related documents
Partial preview of the text
Download Developing an Assessment System for 9th Grade Science: Forms of Energy and more Assignments Nursing in PDF only on Docsity!
AROD WGU D184: Developing an Assessment System 100%
CORRECT |TASK 4
Developing an Assessment System Allison Rodriguez MSCIN Program, Western Governors University D184: Standards-Based Assessments (OKM1) Chasity Dean-Anthony December 24, 2024
Subject and Grade Level The subject and grade level I will use for this instructional unit is 9 th^ grade science. These students perform at a 3rd^ to 4th^ grade level due to learning disabilities. Standards
- 4.6A differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal (Texas Essential Knowledge and Skills, 2017.).
- 4.6B differentiate between conductors and insulators of thermal and electrical energy (Texas Essential Knowledge and Skills, 2017.).
- 4.6C demonstrate that electricity travels in a closed path, creating an electrical circuit (Texas Essential Knowledge and Skills, 2017.). Assessment Overview Days of instructional content Content: Assessment: Day 1: Monday Student will take a pre- assessment to assess prior knowledge of the forms of energy: mechanical, sound, electrical, light, and thermal. Pre-assessment that student will complete during individualized work time. This preassessment is on our Unique Learning System app that each student will fill out individually and at their own pace. Day 2-5 (Tuesday through Friday) Students will learn about how energy is used and how it can change. I introduce MELTS (mechanical, electrical, light, thermal, and sound) to help students remember the forms of energy. Students will complete a scavenger hunt, using a clipboard to find examples of mechanical, electrical, light, thermal and sound energy. Students will walk around the Formative assessment through observation and sample work from a scavenger hunt that students complete individually using our Energy form. I will go over the examples they chose with the class and ensure students write the correct examples in their notebook and on our anchor chart for future reference.
post-test on the forms of the bulb. energy After the experiment, students will grab a teacher created worksheets using the same format as the pre- assessment to demonstrate their readiness in the unit: forms of energy. Assessment Continuum The assessment continuum of my assessment system supports the mastery of the 9 th^ grade self-contained students forms of energy standard because the lesson begins with a pre- assessment. The pre-assessment checks student’s understanding and prior knowledge. Then, using the pre-assessment, I know what a student’s strengths and needs are, I focus on the student’s needs when learning throughout the lesson. The assessment systems helps guide and support readiness of the forms of energy throughout the standard. The continuum is displayed throughout the lessons daily in formal and informal settings. The use of formative assessments done in whole group and small group will allow my students to demonstrate progression throughout the unit and allows me to modify and work with struggling students. Additionally, I used summative assessments throughout the unit for checkpoints on student’s mastery in science experiments. The final post-assessment is beneficial for me to see what my students learned throughout the unit and which students mastered the standard and which students need enrichment or intervention strategies. Summative Assessment The final summative assessment includes student modeling and building an electrical circuit. Once they complete the circuit, they will be given a post-test on the forms of energy. This directly aligns with standard: 4.6C demonstrate that electricity travels in a closed path, creating
an electrical circuit (Texas Essential Knowledge and Skills, 2017.). The mastery of this summative experiment allows me to know that the students did master this standard. The unit assessment on the forms of energy focuses more on 4.6A and B: 4.6A differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal (Texas Essential Knowledge and Skills, 2017.). 4.6B differentiate between conductors and insulators of thermal and electrical energy (Texas Essential Knowledge and Skills, 2017.). The post-test includes a variety of multiple-choice questions, true/false questions, short response, and matching forms of energy to their terms. These are all concepts that students learned throughout the unit and are included in the post-test so I know if they mastered the unit standards.
- 4.6B differentiate between conductors and insulators of thermal and electrical energy (Texas Essential Knowledge and Skills, 2017.). Students will demonstrate their proficiency and will build an electrical circuit. Students will then complete a post-test on the forms of energy Pre-Assessment The pre assessment is given to students before the teaching of this unit. The use of the pre assessment to evaluate the student’s prior knowledge and so they can demonstrate anything they may know about the upcoming unit. The pre assessment is a lot simpler compared to the post- test, it goes over similar questions as the post assessment, both assessments follow similar yet different format questioning with same number of questions period. Both assessments include
whole group and small
group with the use of
whiteboards and
worksheets, and the pre
and post assessments.
Through whiteboard
work in whole group and
small group lessons I
will be able to see what
my students are
needing more support
with and who is
successfully learning
how to add and
subtract. When my
worksheets, and the pre
and post assessments.
Through whiteboard
work in whole group and
small group lessons I
will be able to see what
my students are
needing more support
with and who is
successfully learning
how to add and
subtract. When my
students’ complete
worksheets
individually I will be able
to see if students are
electricity flows on a closed path. These measurement topics align with our district and statewide benchmark standards (STAAR ALT 2) to successfully learn these various skills. This measurement topic is a standard that is measured on our district report card. 1 is performing below standards, 2 is developing/approaching proficiency, 3 is meeting the proficiency standards, and 4 is exceeding the proficiency standards. References Texas Education Agency. (2017). Texas Essential Knowledge and Skills for Science: Subchapter A: Elementary. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch= 2&rl=