Assessment Plan

Kimberly Richman

Grade Level- Third Grade

Concept- Life Sciences
(Specifically, Animal Sciences and Process of Egg
Incubation)

My Assessment Plan includes many different assessments. These in-

clude a variety of assessments types. Some of these are performance assess-
ments and some of them include handouts that I will use to assess the students
that I have designed myself.
An example of a handout that I created is a Scientific Crossword Puzzle.
This is designed to meet Learning Objective #2. Another handout that I cre-
ated is an Egg Worksheet that shows a transparent egg. It invites the stu-
dents to label the parts of the internal egg. This is to compliment Learning
Goal #1.
Another handout that I created is a Word Search to also compliment
Learning Goal #1. This assessment is very worthwhile. The students can
search for the words which is a great language arts activity. Finding the words
will reinforce the science vocabulary that they have learned. The letters left
behind will leave a hidden message for the students.
The final hand-out/ performance assessment correlates with Learning
Goal #4. It involves encouraging the students to write a story based on using
the science word bank words. They will be able to use the student friendly ru-
bric as a guideline for their work.
Learning Objectives
Learning Objective 1:
At the conclusion of this unit,
the student will be able to dem-
onstrate an understanding of
chicken embryology by being
able to label the parts of a
transparent egg with 100% ac-
curacy. (Science)
Lower-Order Cognition
Learning Objective 2:
Given a word bank of vocabu-
lary words pertaining to chicken
embryology, students will be
able to define the words with
85% accuracy. (Vocabulary)
Lower-Order Cognition
Learning Objective 3:
Given a computer and the web
address to our classroom blog,
the student will be able to gener- Formative assessment
ate either a creative question or
a unique message with 100%
fluency. (Technology)
21st Century Skill
Higher-Order Cognition
Learning Objective 4:
Using the terms from our science
word bank, the student will be
able to construct a story with
100% of the word bank words
used and spelled correctly.
(Language Arts)
Higher-Order Cognition
Learning Objective 5:
At the conclusion of this unit,
the student will be able to dis-
play data with 100% accuracy
using a line graph. (Math)
Higher-Order Cognition
Assessments Format of Assessments
Pre-assessment Checklist: Observe during Learning Centers:
Chicken and Animal Science Matching Game
Egg Worksheet Labeling Parts of an Egg; Make
Formative assessment Egg Posters & Perform presentations; Video
showing process of setting chickens to hatch
and a live hatch w/ discussion and oral quiz
following;
Post assessment
Checklist: Observe during Learning Centers:
Chicken and Animal Science Matching Game;
Chicken Incubation Word Search Performance
Assessment w/ Hidden Message
Pre-assessment Checklist: Ask questions about embryology–
use “Thumbs Up” response techniques w/ stu-
dents to discover prior knowledge level;
Formative assessment Scientific Crossword Puzzle; Students Make
Flash Cards & practice together; Students
make classroom video together designed to
“teach” the other third grade class about
Post assessment chicken embryology; Multiple Choice Review
Checklist: Review material in groups; Play
“Chicken Embryology” Jeopardy
Pre-assessment Checklist: Play “Four Corners” as you ask
questions related to students’ computer experi-
ence & literacy.
Students generate a creative message or a ques-
tion on the classroom website w/o adult assis-
tance; Use SAFE Online Training– practice w/
Post assessment peers.
Checklist: Give students short computer post-
test about online safety and computer tech-
niques.
Pre-assessment Checklist: Running Records to determine read-
ing levels & abilities; Instruct children to write
a story about their favorite activity to gain
inventory w/writing sample;
Formative assessment
Have students write story using science word
bank words; This is a performance assessment
and includes a student-friendly rubric.
Post assessment
Checklist: Running Records; Oral Quiz about
parts of speech using response boards
Pre-assessment Checklist: Put figures on chalkboard and ask
student to use that data to create a graph;
Formative assessment Graph the number of fertile and non-fertile eggs
using line graph and discuss difference; Invite
students to graph the number of eggs that suc-
cessfully hatched compared to those that did
Post assessment not.
Checklist: Have students exchange graphs that
were assigned and correct each others papers;
Have final graphing test.
A. Example of four questions I could ask students during forma-
tive assessments. (These are nearly unlimited in number.) One
of these questions must reach procedural knowledge.

1. How many days do you turn the eggs for before you keep
them still?

2. At what temperature should you set the incubator for a good

hatch?

3. What are some reasons for a poor hatch?

4. Can you describe the candling process and why it might be

beneficial in egg incubation? (procedural knowledge)

B. I have one female student in my class who has difficulty hear-

ing. This student hears at about 70% of the level that we do.

1. I will make sure that I accommodate by using visual aids

when appropriate. For example, I will use the board to make
lists, etc. and will make sure there is complete understanding
before progressing.

2. I will also request an assistive device, such as a small micro-

phone to help that student achieve success in my classroom.

3. I will make sure that the student can always see my face and
lips when talking and that I never turn my back to the student
when speaking.
 D. One performance assessment that I have planned for Learning Goal #1 is
to have my students make colorful detailed posters of the inside view of a fertile egg.
The students will work in groups of two or three. They will then give presentations
to the class . Each group will be given one key part to focus on during their presenta-
tion. They will then educate the rest of the class about what the function is of that
part and why it is important and vital to the rest of the egg. There are no necessary
handouts to be given. This assessment can be given either after other assessments
where they already have this information or where they have access to finding and
looking up information that they may not know. Working in teams makes this a
more powerful assessment and means that time will be better used.

How each Learning Goal correlates with the Iowa Core Curriculum Standards:

Learning Objective #1: This applies to the Iowa Core Curriculum because a
tenant for third graders is that they acquire this skill: Structures, characteristics, and ad-
aptations of organisms that allow them to function and survive within their habitats. Understanding
chicken embryology and labeling the parts of an egg fits this criterion.

Learning Objective #2 This applies to the Iowa Core Curriculum because a

tenant for third graders is that they acquire this skill: How individual organisms are in-
fluenced by internal and external factors. Mastering the ability to define key embryology
vocabulary and concepts meets this criterion.

Learning Objective #3 This applies to the Iowa Core Curriculum because a

tenant for third graders is that they acquire this skill: Understand and practice appro-
priate, legal, and safe uses of technology for lifelong learning. Generating a message on the
Classroom Blog (after SAFE online training) would definitely meet this crite-
rion.

Learning Objective #4 This applies to the Iowa Core Curriculum because a

tenant for third graders is that they acquire this skill: Use an effective writing process.
Constructing a story with 100% of the word bank words used & spelled cor-
rectly meets this criterion.

Learning Objective #5 This applies to the Iowa Core Curriculum because a

tenant for third graders is that they acquire this skill: Compare different representations
of the same data using these types of graphs: bar graphs, frequency tables, line plots, and picture graphs.
Displaying data with 100% accuracy using a graph would meet this criterion.
 Ideas and Content
5 5
Specific, clear, and focused…
Does it keep the reader’s atten-
tion?
A. It is clear that the writer
knows a lot about the topic.
B. The writer was able to
“show” what was happening,
rather than “tell”.
C. Reader can easily identify
“the point” of the paper.
3 3
There are some really awesome
parts; Some still need work
though…
A. Details given are general.
B. Some new ideas are given.
C. Writer seems to be thinking
aloud on paper trying to find
a good idea.
1 1
You are just beginning to figure
out what it is you want to say…
A. Not much information has
been shared.
B. Details are very vague.
C. No specific information has
been pin-pointed.
A. Not much information has
been shared.
B. Details are very vague.
C. No specific information can
be much information has
been shared.
D. Details are very vague.
E. No specific information can
be pin-pointed.
Word Choice
Very clear, and easy to under-
stand...
Did you choose the right words
for the right places?
A. Words used are colorful, vi-
brant and snappy.
B. Energetic verbs were chosen!
C. Words and phrases are very
vivid.
D. No unclear, overdone or
flowery language is found.
Your words do get the message
across. However, you haven’t
captured the reader’s attention.
A. Many words and phrases are
unclear.
B. Some words are misused.
C. Same words are used over
and over.
D. The words written do not
make pictures.
It’s a little confusing. The reader
may not understand what you
meant.
A. Everyday words are used
very well.
B. The reader is able to figure
out what I meant even if I
made some mistakes in my
writing.
C. Words used are not very spe-
cific.
Conventions
5
Mostly correct...
There are only a few errors in
your paper.
A. Spelling is accurate.
B. Capitals are used correctly.
C. Punctuation is used correctly
and is in appropriate places.
D. Grammar/usage is consistent
and shows control.
3
You’re about halfway there.
Some meddlesome mistakes are
cropping up.
A. Spelling correct on simple
words.
B. Capitals used correctly most
of time.
C. Some problems in punctua-
tion are present.
D. Several grammar problems
are evident.
1
Your editing is not under control
yet. We would need one reading
to decode and a second reading in
order to get the message from
your writing.
A. Spelling errors are common.
B. Capital letters are scattered
about or not at all.
C. Punctuation is limited.
D. Grammar errors are made
frequently.
One additional assessment that I created to accompany this assessment plan is a
Crossword Puzzle. However, since I need to submit this to you via WebCt, I think
it’d be easier to show you the questions and answers and leave the crossword
boxes out of it. (I created the crossword with pen and paper and have no idea how
to translate that to software.)

a. (across) What heats the incubator? (two words)

b. (down) What controls the light bulb and the heat in the incubator?
c. (down) What do you use to incubate eggs?
d. (across) What do you call an unborn chick?
e. (across) What does a thermometer measure?
f. (across) What job must be done with the eggs three or more times a day?
g. (down) What is the process of the eggs breaking called?
h. (down) How many days to you turn the eggs before leaving them still?

A. heatcoil
B. thermostat
C. incubator
D. embryo
E. temperature
F. turning
G. pipping
H. eighteen
Name _______________________

Chick Incubation
Figure out what words the clues represent. Then find the words in the grid. When you are done,
the unused letters in the grid will spell out a hidden message. P ick them out from left to right, top
line to bottom line. Words can go horizontally, vertically and diagonally in all eight directions.

G N I L D N A C H A Y T

M E M B R A N E C T H T

B I N N E F G S I U C A

C E R E T S E D S S N T

K U A N A M I R H Q C S

T C E K B M K A T P F O

N V M T U W N C I I K M

K C B H C K L P I T L R

M O R T N M P P N H R E

M M Y D I I K C O H C H

F B O X N Y O L K R R T

L V P G N S H E L L T N

www.WordSearchMaker.com

Beak Membrane

Candling P ipping

Chick Shank

Comb Shell

Embryo Thermostat

Fertile Turn

Hock Vent

Humidity Yolk

Incubate
G N I L D N A C H A Y T

M E M B R A N E C T H T

B I N N E F G S I U C A

C E R E T S E D S S N T

K U A N A M I R H Q C S

T C E K B M K A T P F O

N V M T U W N C I I K M

K C B H C K L P I T L R

M O R T N M P P N H R E

M M Y D I I K C O H C H
F B O X N Y O L K R R T
L V P G N S H E L L T N
 THE PARTS OF AN EGG
Name_________________________________

Label each part of the egg with the correct term.

A. (Vitelline Membrane) F. (Egg Shell)
B. (Tail) G. (Air Pocket)
C. (Chalaza) H. (Embryo)
D. (Albumen)
E. (Yolk)