Assessment Plan

PURPOSE: The purpose of this assessment plan is to use children's interest in boxes to explore important social studies and science concepts and use skills in math and language. The children will learn how to describe attributes of different objects.

LEARNING OUTCOME: Upon completion of the unit, the Pre-K students will be able to describe at least two physical properties of boxes: weight, size, shape, color, or texture.

ASSESSMENT CONTEXT: During center time, provide a collection of five different shaped boxes. Ask the student questions like, what shapes do you see on these boxes (shape), which box is heavier/lighter (weight), which box is big/small (size), what colors are the boxes (color)and does the box feel bumpy or smooth (texture)?

HOLISTIC RUBRIC:

LEVEL	SAMPLE OBJECTIVES	EXAMPLE QUESTIONS
KNOWLEDGE	Students will be able to recall the different shapes of each box.	What shapes do you notice on the boxes?
COMPREHENSION	Students will be able to describe multiple attributes of each box.	Can you describe the box to me?
ANALYSIS	Students will be able to compare the boxes to determine the size of the box.	Which boxes are big and whic boxes are small?

Holistic Rubric for Boxes Unit
Response	Criteria	Rating
Proficient	Clarity of thought, Complete. Shows understanding of all processes, reasonable responses to questions, shows understanding, some verbal representation of concepts.	10
Competent	Clarity of thought, shows understanding of major processes, includes good questions, acceptable inferences and may have verbal representations.	9
In Progress	Completes the assignment, but explanations may be slightly ambiguous or unclear, may contain some incompleteness, inappropriateness, or unclearness in representation.	6
Nearly Satisfactory	Begins successfully, but omits significant parts or fails to complete, may misuse describing terms, representations may be incorrect, incorrect or incomplete in analysis	5
Fails to complete	Assignment and explanation is unclear or major flaws in concept mastery, incorrect use of description terms.	3
Not Yet	Product does not reflect the assignment, does not distinguish what information is needed, and restates the question without making an attempt at a solution.	1
No attempt	Does not begin to participate in the assignment.	0

TESTING CONSTAINTS: The only testing constraint is that only one child will be able to visit the block area at the time of assessing.  There will not be anyone in the area but the child that is being tested and the teacher.  I will also impose two of the same size boxes, but in different areas to see if students will notice that the boxes are the same size.