Assessment Plan
	Description:

Assessment of student learning in this learning experience varied by grade level of the students. In the school district in which this experience took place, elementary students do not receive grades, so assessment is highly performance based. Assessment of student learning and growth by teachers is based largely on observations of students in discussion and at work and on observations of students’ performance on specific tasks, such as reading, writing and oral presentations. Assessment of this learning experience fits this profile.

Criteria For Rating Student Listening and Participation

Research and Oral Presentation

In first grade, expectations and assessments of students are highly individually based. First graders are at vastly different developmental levels with regard to reading, writing, listening and speaking. In many language arts lessons, therefore, goals for students are varied. In a writing activity for example, the goal for some students might be simply to add print to their pictures using sound spelling, while the goal for others might be to focus on leaving spaces between their words. For still others, the goal might be to expand their piece by adding detail and creative language.

The first grade activities in this learning experience were no exception. Because this learning experience took place at the beginning of the year, the teacher tried to keep goals and expectations as simple as possible so all students could be successful and leave the experience with a good feeling about their abilities, their buddies, and the project itself. Because many first graders at this time of the year are not yet able to read, these simple goals and expectations were shared with students orally and in written form on large chart paper at the outset of each part of the learning experience. Also, because it was so early in the year, "rubrics" for the first graders took the form of checklists for the teacher to fill out. These checklists included the same goals and expectations shared orally with students at the outset of each part of the activity and matched the lists written for students on the chart papers.

Specifically, two checklists were used by the first grade teacher to assess student performance during this learning experience. For Part One of the activity (read aloud and book talk), expectations on the checklist focused on listening attentively to the stories and participating in the book talk. As noted above, these expectations were shared with students orally and in chart form prior to Part One of the experience. Then, as the Part One activities were taking place and/or immediately after, the teacher completed a checklist for each child in the class based on her observations of students.

Participation in the Part Two activities (home research) was assessed by checklist along with Part Three of the experience (oral presentation). Expectations for Parts Two and Three were shared with students at the beginning of Part Two. They were again shared orally and on chart paper. In addition, these expectations were sent home to parents in the form of an informational letter so that parents would be able to help their children do the research at home and prepare for the oral presentation. As the first grade teacher observed students completing their oral presentation in Part Three of the experience, she filled out a checklist for each child. Immediately afterward, the teacher met with each student very briefly to a share her observations with students.

In fifth grade, much assessment still occurs through direct observation of students at work and through reflection on the work itself. Individual conferences with students are also an important assessment tool. Dialogue with students in conferences helps the teacher develop a greater understanding of the thought processes of students and helps the students be active in reflecting on their own progress and areas for improvement.

Assessment in fifth grade, however, becomes slightly more formal than in first grade. While students are still not given grades, there is a heavier reliance on the use of rubrics, rather than simpler checklists. Because students come into fifth grade able to read and write, expectations, goals, and criteria for success for each assignment are more often shared with students in writing.

The assessments in this learning experience fit this profile. Two rubrics were used to assess fifth graders. One rubric was developed for the Part One activities. This rubric focused heavily on listening to the stories and participating in the book talk. The rubric was shared with students prior to the Part One activities so that they knew what their expectations were. Immediately following the Part One activities, the teacher filled out a rubric for each student.

A second rubric was developed to assess Parts Two and Three of the activity (home research, written piece, and oral presentation). After the oral presentations, the teacher took time to reflect on students’ written pieces and oral presentations and to complete a rubric for each student. In the next few days, the teacher met with each student to share the completed rubric and to listen to students reflect on their own work.

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