Assessment Plan

Assessment Plan

Assessment Strategies Assessment Instrument
Monitor students’ presentations- Rubrics
Throughout the unit students would be
required to present their responses to task as
a group and individually.
Observe students- Teacher would observe Checklists and observation matrices
students’ participation and performance in
task given. The result will help determine if
learning is taking place and if students may
be presenting signs of misunderstanding or
confusion as it relates to the topic. This
would also inform the teaching process.
Set/create performance tasks- These Graphic organizers and test
performance tasks would include activities
where students will attempt to show their
knowledge and proficiency on the topic.
This would be tangible evidence that
learning took place. The performance tasks
would also cater for varying learning
abilities therefore tasks will include making
sketches, use of visual stimulus for
discussion, tasks in the form of games,

quizzes and other activities which would
promote student participation.
The following is an example of a summative assessment on Descriptive Writing which will be
issued at the end of the unit of instruction. This assessment is an individual assessment which
will require students to use the knowledge gained during the unit of instruction. During the unit
the teacher provided students with scaffolds, feedback and other supports through the various
lessons, to prepare students for this assessment.
The results will speak to a few factors for both the student and the teacher. For the teacher it will
inform what topic or aspect was taught well and which would need reviewing. Therefore, if the
majority of the students experienced challenges in a particular area of the assessment, then
perhaps the way in which the lesson was taught may need to be revisited. Likewise, the
assessment will inform the student as to what areas they too would need to work on.
Using the picture shown, write a three paragraph description of what is taking place. You must
write in continuous prose and use Standard English.
Your description should contain:
Sensory details (see, smell, hear, touch etc.)
Appropriate use of literary devices.
Clear and logically organized details and information
Appropriate language to convey the content and purpose
Accurate use of grammar, punctuation, spelling, paragraphs and sentence structure.
Use of tier 2 vocabulary for description and expression of emotions

Rubric for Assessment
Outstanding (4) Competent (3) Developing (2) Needs
Improvement
(1)
Ideas Ideas are well-focused and Ideas are significant and Ideas are somehow relevant Ideas are not
relevant to the topic. relatable to the topic. to the topic. relevant/not
directly
relatable to
the topic.
Description using Paints a picture using vivid Shows a picture using few Attempts to describe using Sensory details
sensory details & sensory details. Uses at least 3 sensory details. Uses at least 2 limited sensory details. have not
figurative language examples of figurative examples of figurative Ineffective use of figurative been used
language effectively. language effectively. language. effectively.
Uses no
figurative
language
Vocabulary Used a variety of tier 2 Used some tier 2 adjectives Used only tier 1 adjectives Used limited
adjectives and adverbs to and adverbs to describe and adverbs to describe adjectives
clearly describe characters, characters, objects, places objects, characters, places and adverbs.
objects, places and actions. and actions. and actions.
Grammar and Writing shows consistent Writing shows strong evidence Writing shows some evidence Writing shows
Mechanics application of: of: of: a high number
- Subject-verb agreement. - Subject-verb agreement. - Subject-verb agreement. of significant
- Punctuation and - Punctuation and - Punctuation and errors in:
capitalization. capitalization. capitalization. - Subject-verb
- Correct word order and - Correct word order and - Correct word order and agreement.
spellings. spellings. spellings. - Punctuation
and
capitalization.
- Correct word
order and
spellings.
Total 16mks
The above assessment instrument was designed to guide the analysis of the expected product
which is the descriptive piece. It provides both students and teachers with the ability to assess the
performance on the above assessment. This rubric will consistently and fairly assess the students
on aspects of the test and based on the above criterion. The rubric will provide guidelines to help
structure feedback for students and teachers.

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Assessment Plan

Assessment Strategies Assessment Instrument

Monitor students’ presentations- Rubrics

Throughout the unit students would be

required to present their responses to task as

a group and individually.

Observe students- Teacher would observe Checklists and observation matrices

students’ participation and performance in

task given. The result will help determine if

learning is taking place and if students may

be presenting signs of misunderstanding or

confusion as it relates to the topic. This

would also inform the teaching process.

Set/create performance tasks- These Graphic organizers and test

performance tasks would include activities

where students will attempt to show their

knowledge and proficiency on the topic.

This would be tangible evidence that

learning took place. The performance tasks

would also cater for varying learning

abilities therefore tasks will include making

sketches, use of visual stimulus for

discussion, tasks in the form of games,

promote student participation.

The following is an example of a summative assessment on Descriptive Writing which will be

lessons, to prepare students for this assessment.

write in continuous prose and use Standard English.

Your description should contain:

Sensory details (see, smell, hear, touch etc.)

Appropriate use of literary devices.

Clear and logically organized details and information

Appropriate language to convey the content and purpose

Accurate use of grammar, punctuation, spelling, paragraphs and sentence structure.

Use of tier 2 vocabulary for description and expression of emotions

structure feedback for students and teachers.

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