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.