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Developing a Standards-Based Assessment System for a 2nd Grade Science Unit, Thesis of Accounting

Western Governors University (WGU)Accounting

A comprehensive assessment system for a 2nd-grade science unit focusing on life science. it details formative and summative assessments, including pre-assessments to gauge prior knowledge, observational assessments to monitor student engagement, and a final summative assessment to measure mastery of the colorado academic standards. The system emphasizes continuous feedback and adjustment of instruction to meet student needs. the document also explains how the assessment aligns with state benchmarks and includes examples of assessment types and timelines.

Typology: Thesis

2024/2025

Available from 04/26/2025

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Developing an Assessment System
MSCIN Program, Western Governors University D184
Standards Based Assessments Chasity
A. Develop an assessment system for an entire instructional unit (minimum length of
20 instructional days) by doing the following:
1. Identify one subject and grade level for the instructional unit.
a. Subject: Science
b. Grade Level: 2nd
2. Submit a copy of the standards used for the instructional unit.
a. Second Grade, Standard 2. Life Science
i. 2.6 Students can use the full range of science and engineering
practices to make sense of natural phenomena and solve problems
that require understanding how living systems interact with the biotic
and abiotic environment. (Colorado academic standards. (2020).
ii. 2.8. Students can use the full range of science and engineering
practices to make sense of natural phenomena and solve problems
that require understanding how natural selection drives biological
evolution accounting for the unity and diversity of organisms.
(Colorado academic
3. Create an overview of the assessment system for the unit
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Developing an Assessment System MSCIN Program, Western Governors University D 184 Standards Based Assessments Chasity A. Develop an assessment system for an entire instructional unit ( minimum length of 20 instructional days ) by doing the following:

  1. Identify one subject and grade level for the instructional unit. a. Subject: Science b. Grade Level: 2nd
  2. Submit a copy of the standards used for the instructional unit. a. Second Grade, Standard 2. Life Science i. 2. 6 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment. (Colorado academic standards. (2020). ii. 2. 8. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms. (Colorado academic
  3. Create an overview of the assessment system for the unit

engagement and understanding during whole group and independent work Formative Assessment on plant needs and photosynthesis independent work. Days 10- Practical Application- students plant their seeds Observational Assessment Monitor student participation during hands-on activities and discussions. Take notes on their engagement and understanding during whole group and independent work. 6 daily observation notes in students' plant journals Once per day during science block Day 21 Collect and analyze data. Observational Assessment Monitor student participation during hands-on activities and discussions. Take notes on their engagement and understanding during whole group and independent work 2 data analysis sheets Once during science block Days 22- Create slide show presentation on their plant and data analysis Observational Assessment: Monitor student participation and use a checklist to make sure students are on target for completing their presentations 2 checklists Once per day during science block Day 24 Student presentations Rubric 1 rubric Once per day during science block Day 25 Final Assessment Summative assessment with multiple-choice assessment that covers what students have learned throughout the

comprehensive assessment Once during science block

unit

  1. Explain how the assessment continuum of the assessment system supports mastery of the standards. The assessment continuum supports the mastery of the Colorado State Standards for Science Standard Two: Life Science because the preassessment showed what students already knew. Formative assessments, such as observational assessments and exit tickets, provide ongoing feedback to students and me. This continuous feedback loop enables teachers to identify areas where students may struggle and adjust instruction accordingly. The summative assessment allows the teacher to measure student mastery for an entire unit and all taught standards and concepts. A. Describe the end-of-unit summative assessment and how it aligns within the assessment system. The final assessment serves as a comprehensive evaluation of student knowledge and skills related to plant needs. It measures mastery of the standards by assessing students' ability to recall, apply, and analyze information. B. Describe the pre-assessment and how it aligns within the assessment system. A pre-assessment establishes a baseline measurement of students’ understanding of plant needs and relevant standards. It is multiple-choice and asks questions about the student's knowledge of plant needs. Based on what the students already know and what they need to know moving forward, I can adjust the lesson's depth of learning. C. Describe how you will strategically use formative assessments regularly within your assessment system, including which types of formative assessments you will use. I will implement formative daily assessments to monitor student progress throughout the lessons. Each lesson and formative assessment will be thoughtfully designed to align with the content and standards being taught during the unit. To formally assess students, I will utilize various methods, including observations of both whole-group and small- group interactions, exit tickets, and independent practice worksheets. These assessments will provide valuable insights, allowing me to identify areas where adjustments are necessary to meet my students' needs. D. Explain how the measurement topic for this unit relates to the benchmark or interim assessments from the district or state level. The measurement topic is life science. It relates to the state standards because the assessments and units align with Colorado Academic Standards Grade 2, Life Science. Students are required to plan and conduct an investigation to see if plants need sunlight and water to grow (Colorado academic standards. (2020). Students are also required to make observations of plants to compare the diversity of life in different habitats. (Colorado academic standards. (2020). Sources: Science - 2020 Colorado academic standards. (2020). https://www.cde.state.co.us/coscience/2020cas-sc-p Downloaded by jyvyn asciibind ([email protected])