Max Crimp EDUC 302-303 Prof.

Terpstra Assessment For the Pre-Assessment, I simply talked to the teacher about what the students did and did not know about the components of a story. I went directly to the teacher because they had just completed an assignment where they wrote a short story, and they also have been reading plenty of stories throughout the course of the school year. The teacher told me that the students as a whole have a basic idea of what each of the components means. Obviously, not all students are on the same learning level, so some of the students know the components very well, while some do not even know the components of a story at all. This is what I was expecting. I am still going to treat the lesson as if everyone has never learned any of these components, so that way no one gets left behind. This will also insure that everyone learns everything that there is to know about the topics. The formative assessments and the assessment for learning will be different. For these two assessments, I want the students to assess each other and also self assess. This is much less intimidating for the students in my opinion. Rather than have a teacher who grades all students on the same scale, this allows the students to grade themselves and assess where they are based on their knowledge of their own learning. This also allows for the students to see exactly what they need to work on or what to focus their learning on. I may meet with a few of the students who I know struggle to make sure they are not falling behind in the unit. I could meet with them

individually to also lessen the stress about being graded and evaluated. This tactic can be used for both the formative assessments and the assessments as learning. For the summative assessment, the students will write their own short stories based on their learning over the unit. This will allow me to see how to students progressed throughout the unit and what areas the students still need to work on. Attached is the rubric with which I will use to grade their stories. I will not be grading on how precise the students were in their knowledge by the content of the story that they wrote. I will grade the students on their knowledge of the components of their story, but it will not be a huge determining factor in their overall grade. At this point, I am more worried with the effort of the students and how much creativity they used in their stories. I really want the students to show off their creativity and imagination, so it makes sense that they should be graded on that heavily.

Topic Characters

4 The student provides main character(s) and the important supporting characters. The student also shows how the main character is important to the story.

3 Student provides main character(s) and supporting characters that are important to the story.

2 Student provides one or more characters from their story, but does not establish who the main character(s) is.

1 Student tries but is unable to provide a character from the story.

Setting

Student can show multiple details of the setting and shows how the setting is important to the plot, or what happens in the story. Student correctly shows all the key elements of the story and can express why it is important to the story. Student correctly expresses all the key elements from the ending of the story and describes how it concludes the action.

Student can show multiple details of the setting, where and when.

Student can show 1 element of the setting.

Student attempts to show setting, but in unable to provide even one correct component.

Plot/Problem

Student shows key elements from the plot of the story, which tell what the character(s) is doing to solve the problem. Student identifies key elements from the end of the story.

Student can show 1 event from the plot of story, but leaves out the key point(s), or what the character(s) is doing to solve the problem. Student can give 1 event from the end of story, but leave out key point.

Student attempts to show events from the plot of story, but is unable to correctly do so.

Conclusion

Student attempts to identify events from the end of story, but is unable to do so.