ASSESMENT RUBRIC

OUTCOMES	LEVEL I	LEVEL II	LEVEL III	LEVEL IV	OVERALL SCORES
Students are able to produce and recall letters of the alphabet.	Student can recall and pronounce approx.  25% of the alphabet and can only write 25% of the letters being presented in their notebook.	Student can recall and pronounce approx. 50% of the alphabet and can write 50% of the letters in their notebook.	Student can recall and pronounce approx 75% of the alphabet, and can write 75% of the letters in their notebook. .	Student can recall and pronounce 100% of the alphabet and write 100% of the letters in their notebook.
Students will be able to organize sentences with sight words presented in class.	Student is able to organize 1 sentence out of 3 sentences presented with high difficulty.	Student is able to organize 2 out of three sentences with moderate difficulty.	Student is able to organize 3 out of three sentences with low difficulty.	Student is able to organized three out of three sentences with low difficulty and able to create new sentences with the sight words presented.
Students will be able to create new words with missing letters from the alphabet.	Student is able to produce words at approx. 25% accuracy with Fill in the Gap exercise.	Student is able to produce words at approx. 50% accuracy with the Fill in the Gap exercise.	Student is able to produce words at approx. 75% accuracy with the Fill in the Gap exercise.	Student is able to produce words at approx. 100% accuracy as well as construct new words from the letters presented.
Student will be able to analyze the sentence structures and determine whether or not the sentence is correct by it’s order.	Student is able to read simple sentence structure on the computer and discern if it is correct with approx.  25% accuracy and high difficulty.	Student is able to read simple sentence structure on the computer and discern if it is correct with approx.  50% accuracy and moderate difficulty.	Student is able to read simple sentence structure on the computer  and discern if it is correct with approx. 75% accuracy and low difficulty.	Student is able to read simple sentence structure on the computer and discern if it is correct with approx. 100% accuracy and zero difficulty.
Students will be able to compare and contrast which sight words are spelled correctly and which ones are incorrect, by selecting the correct words and placing them in one column and selecting the misspelled words and placing them in another column.	Student is able to select only a few sight words and recognize misspellings and placing them in the correct column.	Student is able to select approx. half of the sight words by recognizing misspellings and placing them in the correct column.	Student is able to select approx ¾ of the sight words presented and recognizes the majority of misspellings and places the words in the correct columns.	Student is able to successfully select almost all sight words to accuracy and places the misspelled words in the correct column.

Student is able to create a picture/sentence book with the new words presented and pictures to go along with new sentence structures. These picture/sentence books will be group projects and will require group participation in 4’s.

Student has difficulty working in a small group and helps with the project 25% of the time. Student has difficulty listening and giving input on the project.

Student has moderate difficulty working in a small group and helps with the project 50% of the time. Student has moderate difficulty listening and giving input on the project.

Student has low difficulty working in a group and helps with the group project 75% of the time. Student has low difficulty listening and giving input on the project.

Student has no difficulty working in a group and participates at maximum level. Student shows leadership skills in directing his/her peers in formatting the project.

                                                                            Rationale

The thought process behind my exams were varied. I wanted to have a varied testing process that allowed students that tested differently to shine. With the oral drilling before the exam, students will be able to produce the language in a group setting. If some of the class had forgotten their words, the will have a mini tutoring session before the exams.

My essay items allowed student to incorporate new words and the verb "To Be" in it's written form. The students will also be able to group words together with the "Fill in the Blank" essay format.

The second exam allows for children to identify shapes and quantify them. In the third exam,  would generally pair my stronger students with students that struggle a bit. This allows for the stronger student to become the "teacher", and the more challenged student to feel less pressure being taught from a peer. This testing format also allows for a Performance based exam, as well as group work which is essential in today's work environment. As stated in our reading, Performance tests also allow teachers to observe achievements, mental habits, ways of working, and behaviors of value in the real world that conventional tests might miss. (Kubiszyn, 186)



Kubiszyn, Tom. Educational Testing and Measurement: Classroom Application and Practice, 9th

Edition. John Wiley & Sons, 102009. <vbk

Learning Outcomes

I have selected the following Learning Outcomes:

1. Students will gain awareness of “Letters to Words” and “Words to Sentences”

2. Students will recognize basic Shapes, Units of measurement, and Time

3. Students will be able to sort and categorize based on Similarities, Differences, and Patterns


TESTING ITEMS FOR LEARNING OUTCOMES

Learning Outcome One (Students will gain awareness of Letters to words and Words to sentences)
1. First Teacher will drill the week's sight words with the students: The, Cat, Car, Orange, Hat, My, Red, Blue. Introduce the verb "To Be" IS.
2. Students will be given a Fill in the Blank exam. First fill in the blank with sight words. (5)
Example: H_T , M_, _AR, _S, B_U_
The second half of the test will be  fill in the sentences: (3)
1. The --- is O----E.
2. My C-- is B--E.
3. The H-T is R--.

Second Learning Outcome
1. Teacher will review  the shapes that are being taught throughout the unit. Examples: Oval, Square, Trapezoid, Rectangle, Square and Circles.
2.The first half of the exam the students will be given a house that is made of the elemental shapes. The students will then have to decipher how many of each shape is present in the picture of the house. Example: Fours squares for windows, rectangle door, circle for the door knob.  Then students will have to fill in the blanks for the amount of each item. Example:
__2___ Squares
___6__ Rectangles
__1___ Ovals
The second half of the exam the students will have a "Connect the Dots" Time clock. Students will have been drilled on the "Big Hand and Little hand to make a clock,

Students will do a Connect the Dot circle, from  the numbers 1-20 that will form the shape of a clock. The students will then have to make it 3:00PM on their Connect the Dot circle clocks.

Third Learning Outcome

1. Students will be paired by 2's. Each pair will be given different colored blocks of different shapes  and colors. This will be a performance based exam in the classroom. Initially each pair will be asked to sort the blocks by their shapes. Example:
All triangles in one pile, all rectangles in another pile etc.
2. Secondly students will be asked to sort the items not by shape, but by color. (The blocks will all have different colors.)
3. Lastly the pairs will be asked to put all 12 blocks in a pattern of:
Rectangle, Triangle, Oval/ Rectangle, Triangle, Oval, etc.







 

 

 

 

 

 

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