Assessment Plan

Purpose:

The purpose of this lesson will be the students will be learning how to multiply 2 digit by 2 digit.

Learning Outcome:

The student will multiply two digit numbers with 80% accuracy.

Assessment:

Informal: The students with pair up with each other. They will each be given a spinner with 2 digit numbers on it. Each student must spin the spinner and the numbers they land on will be the ones they use to multiply together. Each student must show all work.

Formal: The student will be given a test with ten 2 digit by digit multiplication problems, They must show all work to get full credit.

Testing Constraints:

For the formal assessment, the student must show all work for each problem given. They will have a time of an one hour and fifteen minutes to complete all ten problems on the test.

Rubric for the Informal Assessment:

Math - Problem Solving : 2 digit x 2 digit
Teacher Name: K Hoang
Student Name:     ________________________________________
CATEGORY	4	3	2	1
Mathematical Concepts	Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).	Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).	Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).	Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Strategy/Procedures	Typically, uses an efficient and effective strategy to solve the problem(s).	Typically, uses an effective strategy to solve the problem(s).	Sometimes uses an effective strategy to solve problems, but does not do it consistently.	Rarely uses an effective strategy to solve problems.
Completion	All problems are completed.	All but one of the problems are completed.	All but two of the problems are completed.	Several of the problems are not completed.
Working with Others	Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.	Student was an engaged partner but had trouble listening to others and/or working cooperatively.	Student cooperated with others, but needed prompting to stay on-task.	Student did not work effectively with others.

Reference:

•  Kubiszyn, T. &Borich, G. (2010).Educational testing & measurement: Classroom application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.
• www.rubistar.4teachers.org

Tests and Essay

Test Items:

1.      Group the students in group of threes. Hand each group 3 different color papers with core, crust, and magma written on them (Yellow is Core, Green is Crust, Red is Magma.) Give the group 10 minutes to distribute their parts and practice the act. Then, the teacher will come around to assess the act.

2.      Label the magma cycle

CORE

CRUST

MAGMA

3.    Direction to a Dinah Zikes’ Foldable:
Grab the Left corner of your paper and fold it down to a triangle then unfold.
Grab the Right corner of your paper and fold it down to a triangle then unfold.
Take one of the folded lines and cut all the way up to the center. With that flap you can fold it under.
The rectangle part of the paper title it “the magma cycle.”
In each triangle the draw a part of the magma cycle.
Example:

 

Essay: My test items support my outcomes because it involves the students to be a part of what they are learning, it requires them to listen to the discussions, and shows their creativity and personalities. Putting them in groups helps them with their social and language skills. It also, shows how they work as a team. Acting out the magma cycle gives them a clear visual of how the magma cycle works and why it is a cycle. Giving them a picture of the magma cycle is another visual for them, but this time they have to match and label the picture. This will show if the students were listening to the discussion. Doing a foldable with students is always fun. They love color paper and using their hands. Giving them a blank paper and asking them to draw and label the magma cycle shows how engaged they were in the lesson. All of these items that I used tend to most of the students’ learning styles. Every student is different so they all comprehend differently. I like to incorporate as much hands on activities so that the students are engaged and when it comes to testing and assessments they can always go back and imagine how they learned the lesson.

Learning Outcomes

Learning Outcomes for 5th grade science on the Magma Cycle


1. After having a class discussion on the magma cycle, the student will be able to get into groups of threes and act out the cycle.


2. Given a picture of the magma cycle, the student will be able to label the crust, core, and magma in its correct place.


3. Given a Dinah Zikes' foldable, the student will be able to draw and label the magma cycle with 85% accuracy.