COYNE 1

Tracie Coyne

30 September 2017

ECED 429

TWS 4

Teacher Work Sample 4

Assessment Plan

Assessment Plan Table: Kindergarten

Learning Goals Assessments Format of Assessment Adaptations

Observation: Ensure students

are responding to the

 Students can
The student will questions asked during Provide wait time for
identify the
call upon prior whole group lesson. students to respond.
margins, blade,
knowledge to Questions included are: Prompt students or reword
veins, stem and
verbally identify “What do you notice about the question if students do
describe the
parts of the leaf. the leaf?”, “Can you identify not understand.
shape.
the margins, shape, blade,

stem, veins?”
Observation: While students

 Students are using are individually completing Remind students verbally

Students will use the pincer grasp the lesson, the teacher will or prompt by showing them

the pincer grasp. to make the leaf observe the student using the the pincer grasp with the

rubbing. pincer grasp to create the teacher’s fingers.

rubbing.
Students will be  Students can Checklist: Students have There are no adaptions

able to make create the created the rubbings and can needed for the post

TWS 4 - Assessment Plan

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their own leaf rubbings and

rubbings and verbally identify verbally identify the margins,

assessment.
identify the the margins, stem, blade, stem, veins.

different parts. leaf and veins.

Pre-Assessment

Leaf Rubbing Post-Assessment Checklist

For each of the categories (margin, shape, blade, veins, stem) students can receive up to a

one. This will give the student a chance of up to a grade of 5 for the whole assessment.

Pre-Assessment is based on observation if the child answered the question or not.

Students Assessment Margin Shape Blade Veins Stem Total

Student 1 Pre-Assessment
Student 2
Student 2 has been out due to illness.

Student 3 Pre-Assessment
Student 4 Pre-Assessment
Student 5 Pre-Assessment
Student 6 Pre-Assessment
Student 7 Pre-Assessment
Student 8 Pre-Assessment
Student 9 Pre-Assessment
Student 10 Pre-Assessment

The pre-assessment is observation to ensure that students are responding. Some

questions are asked to individual students and other questions are asked to the whole group.

Some of the questions included are, “what do you notice about the leaf?”, “can you identify

the; margins, shape, blade, stem, veins?”

This assessment is given during the whole group introduction lesson.

Post-Assessment

Leaf Rubbing Post-Assessment Checklist

TWS 4 - Assessment Plan
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For each of the categories (margin, shape, blade, veins, stem) students can receive up to a

one. This will give the student a chance of up to a grade of 5 for the whole assessment.

Post-Assessment is based on a checklist if the child can identify the different categories on their various

rubbings.

Students Assessment Margin Shape Blade Veins Stem Total

Student 1 Post-Assessment
Student 2
Student 2 has been out due to illness.

Student 3 Post-Assessment
Student 4 Post-Assessment
Student 5 Post-Assessment
Student 6 Post-Assessment
Student 7 Post-Assessment
Student 8 Post-Assessment
Student 9 Post-Assessment
Student 10 Post-Assessment

The post-assessment is a checklist used to ensure that students can identify the

margins, shape, blade, stem and veins of the various leaf rubbings they have completed. In

the lesson, there are multiple leaves of various sizes, shapes and species. Students will create

the rubbings the way the teacher has taught them and then verbally identify the different parts

as discussed above.

Formative Assessment

Collecting information during formative assessments help determine if the child is

achieving the target of the assessment or if the lesson needs to be retaught. In this lesson

students are calling upon prior knowledge to answer the questions asked during the pre- and

post- assessments. For the during assessment, students are being observed to see if they are

handling the materials correctly by using the pincer grasp to create the leaf rubbing. Being

able to properly create the rubbing will allow for a clearer picture of the leaf and in turn will

make identifying the different categories easier.

TWS 4 - Assessment Plan

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TWS 4 - Assessment Plan