EDGCC 512 DR. CAMPBELL Jeffery Massey 9/24/2018

EDGCC 512 DR. CAMPBELL Jeffery Massey 9/24/2018

ASSIGNMENT 4 ASSESSMENT BLUEPRINT: 4TH GRADE EARTH SCIENCES

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ASSESSMENT PLAN BLUEPRINT: EARTH SCIENCES 4TH GRADE

Section 1:

The chosen content area will be for the subject of Earth Sciences. The grade level shall be for the 4th grade. It is my belief that the content and cognitive levels as prescribed within Bloom’s taxonomy and with learning targets used in accordance with Common Core State Standards [CCSS]. My objective is to include specific knowledge/skills of students assessed related to knowledge, comprehension, application and analysis.

Section 2:

The rationale of my choice is based in my belief that all students are teachable and within a firm belief in multiple types of assessment tools because of accepted good practices and standard operating procedures employed in the teaching profession. I contend that Gardner’s Theories of Multiple Intelligences along with Bloom’s taxonomy of higher learning models such facilitation. My choices also addresses learning targets that call for demonstration of recalled facts, concepts, points of comprehension, applications and analysis concerning the content materials.

As such, the forms of assessments to be used are performance assessments, formative assessments and the paper-pencil/authentic assessment formats. The performance assessment was chosen because it enables increased encouragement and facilitation of the higher-order critical thinking skills. As well, they allow for ways that Earth Science knowledge can be applied in the real world in the pragmatic reality of today’s societal concerns. Performance assessments contribute to student motivation and the use of hands-on, student-centered activities with demonstrations in classroom activities. The formative assessments facilitate its use as a demonstrative instrument available for direct evaluation of acquired student knowledge via how new information is applied. Formative assessments offer a positive value as a grading tool in which to base evaluations on how well it serves as a mode for self-reflective exercises like journaling. The paper-pencil/authentic assessments shall be used to determine what students have absorbed and the practical manner they display varied methods of applied information.

My rational for why specific assignments are chosen relate to my chosen content of Earth Sciences with regard to the paper-pencil/authentic assessments. Such use provides an interactive classroom activities situation such as gardening projects and opportunity to facilitate knowledge applications for various related topics. Examples of these areas include ecology, plant sciences, climatology, plant physiology-anatomy, geological and food science. Other areas include environmental safety, ecosystem preservation and concepts like re-cycling. The paper-pen assessments account for applied knowledge across curriculums like knowledge and comprehension regarding biological sciences relative to photosynthesis, water absorption, plant taxonomy, geology formations, soil preservation, plant reproduction, weather patterns, erosion and the food chain.

My rationale for the opportunities for student self-reflection and increased critical thinking skills is related to the use of authentic assessments with Earth Sciences as well. Such Earth Science-based activities in class increase awareness for students regarding currents events like global warming which has dramatic ecological ramifications impacting us all. Other opportunities for reflection are enhanced by considerations for the planet’s food supply and hunger, the condition of the world’s oceans and bodies of fresh water-availability. These are central concerns that impact the student’s point of view from a personal to local to national to global standpoint. As well, the student’s reflections on the fate of the atmosphere regarding pollution, ozone depletion and acid rain allow for critical reflection.

Section 3:

Regarding the use of assessments as a tool for preparing students for high-stakes testing [like the ISAT]; it is my belief that such use increases the facilitation of teacher-centered and self-evaluative methodologies. Thus, increased exposures of students to the knowledge and strategies similar to those items addressed in high-stakes tests allows for familiarization and due preparation. Such benefits are also seen in how the planning of instruction matches and is informed by the assessments as well.

The operational science assessments [which are comprised of 75 multiple-choice items] for grade 4 are reflected with the following state goals: Goal 11 [20%] with 11A scientific inquiry=10%, 11B technological designs=10%; Goal 12 [60%] with 12A living things=10%, 12B environmental and interaction of living things=10%, 12C matter and energy=10%, 12D force and motion=10%, 12E earth science=10%, 12F astronomy=10%; Goal 13 [20%] with 13A safety and practices of science=10%, 13B science, technology and society=10%.

Thus, as can be seen with the aforementioned figures, the test map is for the 2014 ISAT. It is associated with Illinois’ transition to the CCSS and the eventual development of PARCC [partnership for assessment of readiness for college & career] as administrators. Such mapping, ISAT stated, was for the enabling of educators with curriculum alignment-placement, instruction and classroom assessments that will focus on primary areas related to PARCC assessments and CCSS standards.

As such, with regards to instructional plans, I have viewed performance assessments important and deem to use vocabulary word matches, descriptive labeling charts, and interactive in-class activities like true-false compare-contrasts hunts in order to determine if the students have absorbed and comprehended my material. Such content will also be judged by the way demonstrations by students reflect correct application of concepts. I will also use verbal and non-verbal communications observed during group sessions and small group collaborations to monitor individual and class progress as the work. I will watch for signs of ease of learning, difficulty with processing information and stress during questioning or reflections.

As well, I shall observe in-class activities like the class gardening project and the ecology re-cycling project in order to monitor progress and motivation. Also, I shall assess if students are applying lesson content concepts for realistic situational applications.

Regarding formative assessments, it will be my intention to employvaried question and answer sessions that involve both multiple choice and true-false formats s I may successfully monitor student/class progress, from day to day. I intend to do this also for issues from concept to concept. The monitoring will utilize queries related to such Earth Sciences-related areas like geological formations, bodies of water, air/water pollution issues, soil conservation, endangered species and ecosystem comparisons. I propose to employ a significant portion of in-class time toward informal assessment methods that use informal settings. Such settings are related to pop question-quizzes that will not be tied into normal pass-fail rulings. I shall do this in an attempt to alleviate testing pressures and to allow for growth in student articulation skills for the content during activities like reflections. An example of such a reflective practice would be the class answering “how can we identify and solve the green-house effect which man contributes so much.” I like the notion of using some form of on-going activity journal for student participation evaluations. Such evaluations can be used to judge activities of collaboration like team building and problem solving.

As far as the paper-pencil/authentic assessments, I will allow for the use of varied multiple choices, true-false and basic essay formats for the authentic assessments portions during the semester. Such assessments will not be restrictive but shall be seen as inclusive of peer to teacher, peer to peer, and the self-reflective process tied into the performance of tasks. I have designed such assessments to be similar to in some cases the basic structure and format of such high-stakes testing exams for sciences. My rationale for this design element is to involve a wide-based instrument of assessment that is directly informed by cognitive levels of Bloom taxonomy. As well, such designs are also reflective of adherences CCSS.

Section 4:

The planned allocations of time for each of the assessment types chosen starts with performance assessments. I have chosen 15% and it is the design based in my using chosen combinations of in-class activities and teacher-student interactive instruments of monitoring. Such instruments available are the question-answering sessions which allow for demonstrations of comprehending the unit and are supported by learning targets congruent with PARCC-CCSS standards related to real-world applications. It is my plan to employ these assessments a minimum of 4x/2weeks.

Regarding formative assessments, my allocation will be 35%. These formats shall be used as often as needed and will be employed in such fashion as to provide enough verbal and non-verbal/body language evidence which shall support or refute the level of knowledge acquisition or stress within the learning environment during lesson activities. This information is made to determine the correct pace and direction of on-going instruction.

The paper-pencil/authentic assessments will comprise 50% of time focus. The time is to be relegated for the use of multiple choice, true-false, reflective journalizing and peer to peer-teacher collaborative contributions in a somewhat even manner. However, I should choose to show a primary focus for evaluations from homework and the 3x/week unit quizzes that will be determined based on specific content difficulties. This is also done due to what I have seen as a preponderance of current focus for applied knowledge pertaining to the future of both traditional S.T.E.M. educational initiatives and for what is now demanded by upcoming CCSS standards mandates. As such, my strategy that allows for 50% of assessment activities being devoted to monitoring comprehension and articulation for acquired Earth Science knowledge is justified. This justification is relative within the academic learning environment and the student’s other learning environments outside of class like home and society as a whole.

Section 5:

Students are to be prepared for assessments through the use of written and oral explanations or discussions. Such requirement explanations allow the student to be prepared with written outlines of class/unit concepts within a syllabus and an initial oral discussion of unit requirements and needs. Henceforth, the class will be advised on a regular basis for any needed clarifications of the requirements. This will also apply to the need for designated assessments and the class will be given a weekly written set of objectives and learning targets. A pre-determined grading system will be used made available during the initial and weekly assessments. A set of my teacher expectations will be addressed on a bi-weekly basis and will be a topic of discussion for the sake of clarity. A set of example assessments will be provided both initially and for specific assessment instruments, especially for my use of class/unit rubrics and for example formats of journal writing reflections.

Section 6:

The grading procedure for each assessment type will involve my use of a 10 point system with a percentage of points given per assignment that also employs an answer key. I shall employ notations for full or partial credit problems/activities. Any letter grade given by me will reflect the scaled percentages. Individual performances based on my subjective observations in classshall be made as a collective activity performance judgment per each in-class assignment. The question of collaborations will be addressed using group/sub-group formations and not as individual student evaluations. This will be done so as to remove or diminish unintended bias by me. I shall also use the access to reflective exercises participation in an anonymous fashion so as to allow such use to be in the form as a catalyst for in-class discussions and brain-storming. Such sessions are to inform my evaluations for student’s motivations and to give ample credit for effort and relevance. As such, performance assessments will account for 15% of final grade, formative assessments for 30% and paper-pencil/authentic assessments for 55% of final grade. Within the paper-pencil/authentic assessment domain, the breakdown will be for quizzes/homework 25% and for unit tests a 30% share.

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