Assessment Samples

Kari Williams

PLC Lesson Design Template 2

2. How will we know when each student has learnedthat is, has acquired the knowledge
and skills deemed essential?
Establish Assessment Items
(Consider all types of assessment items)

A. Pre-assessment. Develop items that will be used to pre-assess student knowledge and/or
skills for this standard. (use items from prior and basic knowledge and skills)
1. Write items as they will appear on the assessment and attach the paper. (use all types of
assessments if possible and include expected response).

2. Evidence of Proficiency (What would proficiency look like? How should students respond correctly?)
B. Formative Assessment Items. Develop a pool of assessment items or assignments to be
used during instruction that will measure student mastery of each learning target. (formative
tend to be shorter and quicker to take and to grade)

1. Write items as they will appear on the assessment and attach the paper. (use all types
that could apply of assessments and expected responses and identify the learning target for each item [refer
to Assignment 1 targets])

2. Evidence of Proficiency (How should students respond correctly? Attach a keyed response.)
C. Common Formative Assessments (Obviously, CFAs are team developed. So, here just underline items that
could be considered as common assessments items from the above list of formative assessment items.)

D. Summative Assessments Items

1. Develop the summative assessment for the entire standard and attach it. Identify
each learning target. (Use all types of assessments and apply the assessment item to each learning
target. Each target should have associated multiple assessment items.)

3. Evidence of Proficiency (How should students respond correctly [answer key]. Attach keyed
responses and rubrics for essays and performance assessments.)

A. Pre-assessment

3-Minute Paper: Students will write down everything they know about development
in young children. (Learning Target #1-6)
Ex: Children may start to lose teeth around age 5. They have small growth spurts
about once every 2 years. Preschoolers are taller than toddlers.
o Students demonstrate proficiency by listing what they already know about child
development. They may not list very much, but may draw from their experience.
Know, Want, Need: Students will divide a paper into three columns, labeling them as
Already know, Want to know, and Need to know. This will let the teacher know
where the class generally stands on their knowledge about child development, and where
their desires to learn lay. (Learning targets #1-6)
o Students will demonstrate proficiency by writing at least one thing in each
column.

B. Formative Assessments
Exit slips: If you could summarize todays lesson, how would you do it in one or two
sentences?
Ex: Physical development in childhood proceeds from the head down and from the
torso out to the limbs (Learning Target #1).
o Students demonstrate proficiency when they are able to write something that is
similar in meaning to the days objectives in the lesson plan, such as I learned
that language development increases around 18 months, and children learn new
words that they thought were the same as another, like a cat is not a dog.
Misconception Check:
Infants and toddlers do not experience depression (Learning Target #3) (False infants
have been diagnosed with clinical depression. They also can feel depressed when left
alone too long.)
Toddlers as young as 15 months old are able to share toys (Learning Target #4) (False
Children generally dont learn to share until at least 2 years of age.)
Picking up an infant every time he cries will spoil him (Learning Target #3) (False
picking up a child will strengthen the childs ability to learn to trust, and strengthens
emotional development)
It is never okay to threaten or bribe a child to stop a behavior. (Learning Target #3, 5)
(True especially with food or a favorite toy, children should never be threated. For
example, when a toddler throws a tantrum, never threaten to not give her lunch. This
creates emotional harm and teaches emotional connection to food.)
o Students show proficiency when they are able to agree or disagree correctly and are
able to justify their judgment correctly.
One-sentence Summary: After reading about Piagets stages of Cognitive Development,
students will write down a sentence to summarize each stage (Learning Target #6). (Ex: The
preoperational stage is when a child does not understand abstract ideas and needs concrete,
simple, tangible descriptions in order to learn.)
o Students will show proficiency when they are able to write a clear sentence that
portrays what they have learned. Using the example from above, a student would not
be showing full proficiency if they wrote The preoperational stage is when a child is
not able to complete a task. This sentence would not be clear enough to demonstrate
understanding.

Keep/Move/Add: Students will divide a paper into 3 columns, labeled as Keep learning,
Move on, or Add more. This would be more of a class evaluation, allowing students to
inform the teacher of what is working or not working for them. When students are struggling
to understand a subject or want something clarified, they would list that under Keep
learning. If they feel they have learned all they can from the unit, or that a technique is not
effective, they can write that under Move on. If they want to try something new to learn
about a subject, or like a technique and want more of it, they can write that under Add
more. (Learning Target #1-6)
o Students will show proficiency when they are able to explain why material should be
added to, moved on from, or readdressed.
Review games (such as Jeopardy or Tic-Tac-Toe)- this would be used to review material as a
mid-unit evaluation or up to a week before a test to see what needs more attention.
Ex: Name the theorist that believes that a person reaches his or her highest potential after
meeting the needs of each development area (Learning Target #6). At about 9 months an
infant is able to pick up a raisin. Name this ability (Learning Target #1, 5). Which
theory and stage states that a child is able to feel autonomy when he is able to tie his own
shoelaces (Learning target 1, 5, 6).
o Students will show proficiency when they are able to answer questions correctly.
They will likely struggle with questions, so they can have 3 chances to find the
answer in their notes or textbooks.

C. Common Formatives
With all essays and written assignments and assessments, students will be graded with a common
rubric for proper English writing.
0 points
More than 5 mistakes

1 point
Between 2-4 mistakes

No clear thesis
statement, data, or
conclusion.
Writing does not
reflect required
content

Vague description of
a thesis, data, and/or
conclusion.
Writing includes
requirements but is
not fully explained

Word Choice

Includes text
jargon, not
understandable

Voice

Does not relate class

material to experience

Writing demonstrates
understanding of
content, but does not
use vocabulary or
terminology used in
class
Writing demonstrates
understanding of
concepts, but does not
provide examples, or
is written similar to a
textbook.

Sentence Structure
Organization
Ideas and Content

2 points
No more than 1
mistake
Clear thesis,
supporting data, and
conclusion.
Writing reflects all
requirements and
demonstrates
understanding
Words chosen reflect
understanding of
content and includes
class vocabulary
Writing relates
experience and
personal insight to
content

D. Summative Assessment
1) What factor influences emotional and social development in an infant? (Learning Target #3)
a) Having a bedtime schedule
b) Temperament of the child
c) Being bottle-fed
d) Having a variety of toys
2) Which best describes the motor skill development of infants? (Learning Target #1)
a) Infants develop the same motor skills at the same time
b) Infants develop rapidly and slowly in the same areas
c) Infants learn at the same rate but the sequence of skills varies
d) Infants learn in the same sequence but the rate varies
3) Which of the following is an example of perception? (Learning Target #2)
a) Understanding what a person is saying
b) Telling a difference between a mothers face and the faces of other women
c) Calling mother mama
d) Tasting a sugar cube
4) Which statement would Piaget support? (Learning Target #6)
a) Children learn more by exploring on their own in a stimulating environment
b) Children learn more when adults sit down and teach them
c) Children learn to the same degree whether they explore on their own or are taught by
adults
d) Children learn more when they observe other children in an activity
5) The fastest organ to develop is the (Learning Target #1)
a) Heart
b) Brain
c) Liver
d) Lungs
6) Which of the following statements does not describe toddlers learning? (Learning Target #2,
3, 5)
a) Toddlers have a real desire to learn about their world
b) Toddlers prefer to solve their own tasks
c) Toddlers will often try many times to solve their tasks
d) Toddlers learn best through direct instruction
7) Which statement about feeding toddlers is true? (Learning target #1, 4)
a) Because toddlers are larger, their appetites increase
b) Toddlers want to feed themselves
c) Empty calorie foods provide energy, which makes them a nutritious choice for toddlers.
d) Toddlers who play with their food are being naughty
8) Intellectual needs are best met (Learning Target #2)
a) Through planned activities
b) When language is not part of most activities

c) When toddlers are involved with household activities on a regular basis

d) When needed concepts and skills are taught in a drill fashion
9) Preschool childrens weight increases because of (Learning target #1)
a) An increase of fat
b) Head (brain) growth
c) Muscle development
d) Increased appetite
10) Which of the following is an example of proximal-distal development? (Learning Target #1)
a) Head is larger in proportion to the rest of the body
b) An infant able to control his neck but not his legs
c) The brain functions before the heart
d) Learning to crawl after rolling over
11) Sam is two years old. He lives with his single mother, who works two jobs to provide for
them. He usually only has two meals a day, and is showing signs of weight loss. Which of
the following is he at risk for? (Learning Target #1, 3, 5)
a) Sudden Infant Death Syndrome (SIDS)
b) Neglect
c) Misbehaving at daycare
d) Failure to Thrive
For questions 12-14, match the incidents with the perceptual concepts (Learning target #2, 3, 5):
a. Depth Perception
b. Object Permanence
c. Object Constancy
12) Maria is looking from the back door and sees her mother in the garden. She happily
exclaims, Mama!
13) Dan is being carried in a department store by his father, who is shopping. When the father
stops at one counter, Dan quickly picks up a toy car without knocking over a sign in front of
the toys.
14) Tyrone wakes up and looks around. His mother is not in the room. He begins to cry loudly
so his mother will know he is awake.
For questions 15-18, match the theory stage to the following examples. (Learning Target #6)
a) Initiative vs. Guilt
b) Preoperational
c) Sensorimotor
d) Autonomy vs. Shame and Doubt
15) You are doing a demonstration with Stella, who is three years old. You have two equal-sized
glasses, filled to the top with the same volume of water. You ask her whether there is more
water in one glass than the other, or the same, and she responds, "The same." Now, you pour
the entire contents of one of these glasses into a tall, thin glass, and the entire contents of the
other into a short, but very wide, glass. You ask her which glass contains more water, and she
points to the tall glass. Which stage of development is Stella in?

16) Luke is an infant who is playing on the carpet. He tosses a ball, which rolls away out of
sight. When Luke crawls past the couch, he sees the ball and seems shocked or surprised to
see it.
17) Jane, a preschooler, insists on dressing herself each morning for school, even though she
generally selects mismatching outfits, misses buttons, and wears her shoes on the wrong feet.
When her mother tries to dress Jane or fix her outfit, Jane brushes her mother off and insists
on doing it herself. What stage of psychosocial development best describes Janes behavior?
18) Jacques made a kite out of paper and tried to tie a piece of string to it by punching a hole in
the paper, but the paper tore. To encourage him to keep trying the teacher suggested that he
could try other ways to attach the string.
For questions 19-22, match the theory that corresponds to the stages from questions 15-18.
(Learning Target #6)
a) Eriksons Stages of Psychosocial Development
b) Piagets Stages of Cognitive Development
19) _________
20) _________
21) _________
22) _________
Fill-in-the-Blank:
23) _________ is made up of the most abstract symbols (Learning Target #2)
24) _________ are symbols stored in the mind. (Learning Target #2)
25) Through __________, children use ideas from their real world, dreams, and imagination.
(Learning Target #2, 3, 5)
26) Most babies __________ their birth weight during the first year. (Learning Target #1)
27) Reflexes are __________. Voluntary movements are ___________. (Learning Target #1)
28) Babies most basic needs are in the __________ area. (Learning Target #1, 5)
29) List four fine motor skills (Learning Target #1) (Worth 2 points)

30) List four gross motor skills (Learning Target #1) (Worth 2 points)

Essay
31) Explain in 4-6 sentences how studies with monkeys are relevant to human development
theory. (Learning Target #6) (4 points possible)

32) Identify two age-appropriate activities for a 15-month-old, a 3-year-old, and a 6-year-old.
For each activity, explain how each enhances or strengthens at least two different area of
development. (Learning Targets #4, 5) (4 points possible)

Rubric
1. B
2. D
3. C
4. A
5. C
6. D
7. D
8. C
9. B
10. D
11. D

12. C
13. A
14. B
15. B
16. C
17. D
18. A
19. A
20. B
21. B
22. A

23. Language
24. Mental Images
25. Symbolic Play
26. Triple
27. Unlearned, learned
28. Physical
29. (Answers may vary) Grasping cereal, holding a spoon, holding the handles of a sippy,
grasping a small toy, pushing a button, using a zipper, twisting a lid
30. (Answers may vary) Climbing monkey bars, climbing to sit on a couch, riding a bike,
jumping while playing hopscotch, playing (head shoulders knees and toes).
31. Piaget conducted a study to determine attachment in a creature. He had two cages set
up, one with a cloth dummy, the other with a wire dummy with a bottle. He set a baby
monkey in each cage to observe its behavior. The monkey fed from the wire monkey, but
showed no preference to it. However, when placed in the other cage, the monkey spent
more time cuddling to the dummy. This can be applied to human development and
attachment theory. Infants and children thrive and develop stronger attachments when
they are given comfort than if they were just fed and not given affection or comfort.
0 points
1 point
2 points
Shows no connection Relates to a theory,
Relates to a theory
to theory
but does not show
with connections to
connections between
both monkeys and
monkeys and humans. human development
Less than 2 sentences 3-4 sentences
5 or more sentences
32. Have a definite hour for bedtime and use a neutral stimulus to signal the hour; set up a
ritual that is relaxing; choose a comfortable space for sleep; tell toddlers who resist that
they do not have to sleep right away, just to stay in bed; provide a night light; offer a soft
toy to sleep with; tell the toddler you will check on them often, and follow through every
10-15 minutes
0 points
1 point
2 points
Includes 3-5 specific ideas for
age groups

Includes 2 specific ideas for

age groups

Vague, nondescriptive word

Organization, descriptions of

Well-organized, specific word

choice

ideas

choice

Includes 0-2 specific ideas for

all age groups

Performance Assessment
In groups of 3 or 4, students will create a booklet relating aspects of theories to child
development. Each member of the team will focus on one theory (Choose from Piaget, Erikson,
and Maslow). On a sheet of paper (provided by the teacher), write how aspects of your chosen
theory supports aspects of human development. Consider physical, cognitive, intellectual, social,
emotional, and moral development of the child. Each sheet will be bound into a booklet to be
displayed for class reference. (Learning Target #1, 2, 3, 5, 6)
Completion
Theorist
Development area
Legibility
Creativity

0 points
No more than page
of information on all 3
pages
One theory covered
No more than 2 areas
discussed in booklet
Very little in the
booklet is easily
readable
Few examples
included, very little use
of other materials, no
graphics present

1 point
At least 1/3 full on all
3 pages

2 points
At least full on all 3
pages

Two theories covered

3-5 areas discussed in
booklet
About half of the book
is readable

All 3 theories covered

All 6 areas discussed
in booklet
The writing in the
booklet is readable

Examples included,
use of different
materials, some
graphics present

Many examples given,

graphics included,
some additional
materials added