TEACHER WORK SAMPLE

Teacher Work Sample: Standard 3: Assessment Plan

A Unit on Science for Fourth Grade
ELM 598
Mary Bartkowski
Judy Halvorson
University of Phoenix, Hawaii Campus

TEACHER WORK SAMPLE

Assessment Plan
This assessment plan for Changes to the Earths Surface Unit includes several types of
assessment methods to evaluate the objectives. There is a pre-assessment, post-assessment and a
formative assessment for each of the learning goals. The pre- and post-assessments are unit
quizzes. The formative assessments include a variety of in-class and at-home assignments. The
students in this class who have special needs will be given accommodations and modifications to
successfully complete the tasks. Additionally, there are various options for different learning
styles to maximize on the childs strengths to synthesize the material and content, such as
learning groups, visual aids, hands-on activities, etc.
The pre- and post-assessments for this unit are a multiple choice, true/false, matching and
short answer quiz. The students will be made aware that this assessment will not count against
them and will be used as a tool to help guide my instruction. Each question on the quiz is
directly related to one of the four learning goals. The first section of multiple choice questions
covers LG1. This questions ask the student to evaluate how minerals are classified, recall
specific properties of minerals, and determine ways that scientists conclude what property a
mineral contains. The next series of questions are true/false statements that refer to LG2. These
questions ask the students to identify how rocks are formed and the three types of rocks. The
next set of questions are matching for LG3. The students match vocabulary terms for
weathering, erosion and deposition to the correct description. The last group of questions refers
to a graph for LG4. The students are asked to determine and identify patterns in the graph that
relate to rapid changes in the Earths surface.
The formative assessments include daily in-class work and independent at-home
assignments to assess the learning goals. The in-class assignments include 5-minute bell work

TEACHER WORK SAMPLE

assignments which can be a review for previous material or introduce the topic for the day.
These assignments are used to check for understanding of concepts or background knowledge
that is needed to learn the new material. Additionally, in-class work includes think-about-it
problems and activities to practice the most recently learned concepts. The students are asked to
apply knowledge from the lesson to these activities. Students may work together in teams and
can assist each other as needed. The questions asked during class are used to measure if it is
appropriate to move on to the next topic, or offer additional methods to comprehend this topic.
The independent assignments are used to allow the students to delve deeper into the topic and
offer the students additional opportunities to practice. These assignments are intended for the
student to independently check their own mastery of the material, but also offers them the ability
to see if there are areas where they are confused or having difficulty with the concept.
Class
Meetings:
Week before
unit
Day 2

Day 3

Description of
Assessment:

Adaptations:

Pre-assessment

Read aloud
questions and
answers as needed
Help students to
distinguish
properties
Vocabulary cards
with pictures
Draw attention to
picture clues from
slide presentation.

Classify rocks using a chart

Match household item to

common mineral
Three column chart rock
examination

Acrostic poem using

vocabulary terms for
metamorphic rocks

Day 4

3-5 panel comic strip for

eroding landforms

Provide headers
and key terms that
need to be
included
Provide key terms
that should be
included. Instead
of using
metamorphic
students can use
rock
Students can cut
and paste terms to

Learning Goals
Assessed:
all

Summative

LG1.1

Formative

LG1.2

Formative

LG2.1

Formative

LG2.2

Formative

LG3.1

Formative

TEACHER WORK SAMPLE

Matching vocabulary relay

race
Day 5

Graph data for rock/chalk

shaker

Day 6

Write sentence describing plate

activity for volcanoes

Create news report for effects

of volcanic ash on temperature

Day 7

Write letter to city council on

ideas to prevent landslides

Multiple choice questions

regard plate tectonics

Day 8

Post-Assessment

4
comic instead of
handwritten
examples
Students may work
in pairs to
complete this task
The students can
add a sticker to the
graph in the
correct location
instead of creating
a complete bar
graph.
Help students
generate sentences
and remind them
to use punctuation.
Students can draw
a weather report to
indicate what the
temperature is
predicted to do
Students can use
an outline and
short fill-in-theblank responses to
complete task.
Students can
indicate with hands
the differences
between
convergent,
divergent and
transformative
plates.
Read aloud
questions and
answers as needed

LG3.2

Formative

LG3.3

Formative

LG4.1

Formative

LG4.2

Formative

LG4.3

Formative

LG4.4

Formative

All

Summative

There will not be any major accommodations or adaptations for the pre- or postassessments. The students can be given additional time and the teacher can read the questions
and answers aloud to the students as needed. Students may move their desks to more quiet areas
of the room or use cubbies for privacy. These accommodations are based upon the student
observations that were included in the contextual factors section.

TEACHER WORK SAMPLE

Pre/Post Assessment Measures Blueprint

Obj

Type

Adaptation
s

Complexity

Method

#Items

Points

K/R/C?

Multiplechoice

Questions are
read aloud
and repeated
as needed.

DOK 1

Individua
l

1, 4, 5

Key

Multiple
choice

DOK 2

2, 3

Key

True/false

DOK1

6,8

Key

True/false

DOK 2

7,9,10

Key

Matching

DOK 1

11

Key

Matching

DOK 1

12,14

Key

Matching

DOK 1

13,15

Key

Graph

DOK 2

16

Key

Graph

DOK 2

17,20

Key

Graph

DOK 3

18

Key

Graph

DOK 1

19

Key

LG

Individua
l
Individua
l
Individua
l
Individua
l
Individua
l
Individua
l
Individua
l
Individua
l
Individua
l
Individua
l

Total points for this learning goal:

20