Assessment Plan

 

Purpose: To teach the student a gross motor skill that will allow them to complete one of the steps for walking

Learning Outcome: The student will stand holding onto furniture for 5 minutes.

Assessment Context: Playing a game on a table

·         This will allow the student to develop the gross motor skill without thinking about it or making the student do this gross motor skill.

·         Also with the age group of 6-9 months, their main focus is the game on the table and not the fact that they standing alone holding onto the furniture.

Holistic Rubric: Developing Criteria

·         Are the important outcomes assessed?

o   The student is trying to stand along the furniture

o   The student is looking for some assist with standing

o   The student doesn’t want to stand at all.

·         Are there sufficient samples of behavior to allow for a fair judgment?

o   The assessment is a gross motor skill that is completed by many of the students’ peer. Also the assessment is not said aloud to the students.

·         Is the assessment appropriate for the developmental level of the learners?

o   The student is able to complete the assessment at the appropriate age.

o   The student is able to almost complete the assessment at the appropriate age.

o   The student is not able to complete the assessment at the appropriate age.

·         Are the assessment procedures free of bias?

o   The student has completed gross motor skills that at a high level gross motor skill.

o   The assessment allow the student to complete the gross motor skill

o   The assessment did not the meet the gross motor skill of the student.

·         How are the results of the assessment interpreted and used?

o   The student the achieve the gross motor skill, stand holding onto furniture for 5 minutes

o   The student almost completed the gross motor skill, but only stand holding onto furniture for 3 minutes

o   The student did not completed the gross motor skill, they was unable to stand onto furniture for one minute

Testing Constraints:

1.      Help the student to hold onto a table

a.       Assess the student to see how long the student can hold on with assist

2.      Put a toy that the student likes to play with, on the table.

a.       See how long again

3.      Allow to the student to hold onto the table without assist

4.      Playa game with the student on the table, allow the student to stand holding onto the table for 5 minutes

 

 

References:

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

Armstrong, D. G., Henson, K. T., & Savage, T. V. (2009). Teaching Today: An

Introduction to Education. (8th Ed.). Upper Saddle River, NJ: Pearson Education.

 

 

My Resources

When I was writing my measurable learning outcome, I was focusing on the age group that I work such as early head start. This program deals with children from birth until 3 years. Within the program, I have seen children that are one year old that can write their names. I also have seen children that can't walk nor talk at the age of 1. I think that it really depends on the child that you are dealing with.

Measurement Learning Outcomes for Early Head Start: 9 months to 18 months

There a couple of challenges for this age group such as they might not be able to speak clearly, they are not able to write their names, and also they don't understand the concept of counting. But as a mother of a gifted child, I know that some of the outcomes are possible within this group age. It does take a lot of patience and time.

 

1. Outcome: By the end of the school year, student will learn to identify shapes and colors

1.      Objective Test Items

a.       Identify shapes by the test of “What’s my name?”

                                                              i.      Display shapes for the children to see and ask them questions about the shapes

b.      Songs

                                                              i.      When dealing with this age group, it is better to do songs because they can better recall the information through songs and dance. When identifying the shapes and colors, it is better to come with different songs for the children to sing.

c.       Identify colors by the test of “What’s my color?”

                                                              i.      Display basic colors such as black, white, yellow, green, blue and red.

1.      From dealing with the basic colors, you can grow from the colors and add more colors for the children to identify.

2. The students will learn how to count to 10

1)      Objective Test Items

a.       Song

                                                              i.      123 song

                                                            ii.      Help me count to 10

b.      Display the numbers 1 to 10 within the classroom

c.       Games

                                                              i.      By laying number 1 to 10 on floor and making it into a game, it allows the children to have fun with learning to count to 10.

3. By the end of the school year, student will learn to identify picture within a book.

·         Objective Test Items

o   Activities

§  My Family and Friends is a book that we make with the child to help identify the members of his/her family. It allows the child to develop the skill of identify people, places and things

§  Animals

·         This is a great way for child to identify pictures, because are getting the experience of identify different animals.

4. By the end of the school year, student will learn to write shapes.

2)      Objective Test Items

a.       Activities

                                                              i.      Recall the shapes that I write for the children and see if the children can draw the same shapes

b.      “I write and you draw”

                                                              i.      Within this testing activity, you write one the shapes such as a circle and the child will draw the shape for the teacher

c.       The final test

                                                              i.      Identify the shapes on a page and also able to draw the shapes that the test asks the child to draw.

5. By the end of the school year, student will learn to identify their name.

1.      Objective Test Items

a.       “One letter at a time” is an activity that I would do with the children. It helps me to see if the child can write letters and then we can move onto their name.

b.      Songs, again play a major part into the development process of the children within my focus age group. I have noticed that children learn better by song.

c.       My name test, I will ask the child to write their name, it is not see how well that they write but if they understand the letters that form their name. Also with writing their name, really good will develops later on in life.