TWS 4: Assessment Plan

Amanda Cash

A Overview of Assessment Plan

Unit
Objectives

Assessments

Format of
Assessments

Accommodati
ons

Obective 1
Standard 3-3: The
student will
demonstrate an
understanding of
the American
Revolution and
South Carolinas
role in the
development of the
new American
nation.
3-2.5: Explain the
role of African
Americans in
developing the
culture and
economy of South
Carolina.
3-3.2: Compare
the perspectives of
South Carolinians
during the
American
Revolution,
including patriots,
loyalists, women,
enslaved and free
Africans, and
Native Americans.

Pre Assessment
During Assessment
Post Assessment

Pre: The preassessment

consists of four
questions that
pertain to the
American
Revolution. I will
use the scores from
the pre-assessment
to plan for my unit.

I will use the scores

from the preassessment to plan
for my unit.
Depending on
students
knowledge from the
pre assessment I
will know where to
start with the
information and
what activities to
plan for.

Objective 2
3-3.1: Summarize
the causes of the
American

Pre Assessment
During Assessment
Post Assessment

During: Students
begin working on
the flip book
comparing the
different groups of
people in South
Carolina during the
American
Revolution.
Post: Students will
complete a chart
activity in their
Social Studies
notebook that
checks for
understanding of
the different groups
of people in South
Carolina during the
American
Revolution.
Pre: Students
complete a fill in
the blank sheet
that correlates with

Throughout the
course of the unit,
the teacher will
walk around to
assist students with
flip books. Preteaching important
terms and
activating prior
knowledge about
life in the colonies
before the war. The
use of visuals such
as Venn diagrams
and charts are used
to aid all learners.

I will pre teach

important
vocabulary prior to
the lesson and also

Revolution,
including Britains
passage of the
stamp act, the tea
act, and the
intolerable acts;
the rebellion of the
colonists; and the
writing of the
Declaration of
Independence.

Objective 3
3-3.3: Summarize
the course of the
American
Revolution in South
Carolina, including
the role of William
Jasper and Fort
Moultrie; the
occupation of
Charles Town; the
partisan warfare of
Thomas Sumter,
Andrew Pickens,
and Francis Marion,
and the battles of
Cowpens, Kings
Mountain, and
Eutaw Springs.

Objective 4
3-3.4: Summarize
the effects of the
American
Revolution,
including the
establishment of
state and national
governments

Libertys Kids.
During: Students
continue working
on flip books
summarizing the
causes of the
American
Revolution. A check
list will be used.

Pre Assessment:
During
Assessment:
After Assessment:

Post: Students
also take a quiz
that assesses the
causes and the
direct effects of the
American
Pre: Review of the
information with
thumbs up and
thumbs down to
answer several
questions.
During: Students
continue working
on their flip books,
which will be
assessed at this
point using a check
list.

Pre Assessment:
During
Assessment:
After Assessment:

Post: Students
also complete a
writing piece on
either a battle or
important leader of
the Revolution. A
rubric will be used
to assess writing.
Pre: Quick
discussion and
review of material.
Students will use
an ipad app called
screen chomp to
draw an important
battle we talked
about.

emphasis the main

things that
students need to
pay attention to
while watching
Libertys Kids.
Extended time for
students while
writing and the quiz
will be read orally
to ESL students.

There will be
extended time for
writing and the
teacher will also
walk around and
monitor students
while they work to
assist those that
need it.

I will provide
students with a
cause and effect
sheet to save on
time and to help
students while
outlining. I will also
review important
information prior to
the lesson.

During: Students
will notebook about
the effects of the
American
Revolution.

Objective 5
3-3.5: Outline the
structure of state
government,
including the
branches of
government
(legislative,
executive, and
judicial)

Pre Assessment:
During
Assessment:
After Assessment:

Post: Cause and

effect map will be
assessed for
accuracy.
Pre: Whole class
review to activate
prior knowledge.
During: Students
will complete a 3
branches of
government
tree/chart that
outlines the three
different branches.

Testing
accommodations
will be made for
some students
such as extended
time and the test
will be
administered orally
to ESL students.

Post: Students will

take the same
assessment that
was used for the
pre assessment
that consist of four
questions. This will
be used to measure
student learning
throughout the
course of the unit.
Students will also
take an end of unit
test.

B. Pre and Post Assessments

The pre and post assessment consists of four problems that relate to the American
Revolution. The pre and post assessment will be used to evaluate student learning
regarding the content knowledge of the American Revolution. The assessment is a

multiple choice format and has several different forms of questions. I will use the preassessment data to guide my instructional planning for the mini unit. When grading the
assessments I plan to focus on the number of incorrect answers out of the total four
questions. The assessments will be graded using the standard letter grading system. This
system classifies a grade of 93-100 as an A, 92-85 as a B, 84-75 as a C, and 74-60 as a D.
Anything below a 60 is considered unsatisfactory. I plan to organize the pre and post
assessment scores into three different groups. I consider the letter grade A to be exceeding
the standard and the grades B and C to be at standard. Anything below the grade of a D
will be grouped as approaching standard. I have attached an example of the pre and post
assessment.

C. Student Progress during Lessons

I plan to use several different formative assessments to monitor student
Progress during the lessons. I plan to walk around and observe students while they are
working. This will allow me to listen and personally observe individual students while
they are engaging in their learning. I will have a check list that I use to assess if students
are making progress within their groups. I also plan to use the I-pads as a tool for
assessing students. Once the students complete a task on their I-pads I will have them
screen shot their work and air drop it to the teachers I-pad. This is a valuable form of
assessment because this shows the students ability to independently apply what they have
learned from the unit. I also have several sheets and activities that I will use to assess

student learning during the lessons. The cause and effect chart will be used to assess
students understanding of the American Revolution. I also have a rubric that I will use to
assess students writing pieces. I have attached an example of the check list, rubric, and
the cause and effect chart I will use to assess student progress during the lessons.

Summative Pre and Post Assessment

Check List for Student Progress

Student

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Making Progress
with lesson

No progress with
lesson