Assessment

November 17, 2015

Students will be evaluated through several forms of formative and summative

assessment in this unit on el Calendario. The formative assessments include: homework,
classwork, and games or group work within each of the lessons. The summative assessment will
be a formal quiz given at the end of this unit. I am not giving any formal quizzes other than that
large quiz at the end of this unit. This assessment plan is unique to the specific group of
students that I am teacher aiding for. These students span several high school grades (10th
12th), all having some sort of learning disability for which this unit revolves around. They are
hands-on learners who can stay more engaged when they can talk ideas out loud. In each
lesson, I have allowed time for students to work individually and with others which allows me
to monitor the students thought process and progress. Playing games allows the class to review
and check each others answers and learn from the mistakes. This is a great way to gauge how
much students have learned from the lessons. Using this informal, formative assessment also
allows me to gauge information that was presented by different means if the material needs to
be re-emphasized. Not too surprisingly, students can also be aware of their own progress. They
learn from their mistakes immediately upon working on a homework assignment with little to
no direction. Additionally, students have the opportunity to use other interactive activities and
group-work or discussion, but they also have access to MacBooks. I implemented this piece of
technology in the unit to play Kahoot and to have the students conduct their own short
research (formative for learning). I could still walk around the room and note what my students
are learning and how they are able to apply concepts beyond their note-taking skills. In the

rubrics I included below, one is able to score each game while the other rubric evaluates
homework activity.
Informally at the beginning of each lesson, I made it a routine to ask the students, qu
da es hoy? Qu es la fecha hoy? Cuntos aos tienes? to get a feel for their understanding
of Spanish, then explain that sentence based on their responses. These were essential pieces to
the unit. Thus, I counted these as formative assessment (for learning). I also had students take
notes on the days, months, and other terms related to the Calendario and carry out a birthday
activity where they ask each other Cundo es tu cumpleaos? which was able to test their
understanding. Now, as this relates to the rubrics, these students will be assessed based on
how they do their homework according to four concepts: participation, attitude, quality of
work, and contribution to the group. This requires students to put their best foot forward in
regards to each of these skills that will be valuable beyond the classroom. I will give partial
credit when students show me their work and show that they thought through a context or
bank of vocab terms, even if the answer is incorrect. That shows some effort and some
motivation. I will also use homework to help me gauge how much the students are
understanding the material. To give the students practice is to help them understand and retain
the content of the lessons better, so I certainly will assign homework to uphold the idea that
practice makes better. Furthermore, I created a rubric for games and group activity with the
same thought process as the homework rubric guide. The only major difference is the group
aspect which might highlight the leadership qualities a student might have. Finally, I will give a
quiz at the end of the unit that hits a little bit of every standard that was stated in the unit
objectives. There is a speaking portion to assess the development of speech. In addition, there
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are elements of culture, grammar, and vocabulary. Thus, when I grade this formal assessment, I
will be looking for how a student has shown me that they understand the material. I will also
give partial credit for work shown if an answer is incorrect such as slightly misspelling a word.
However, if there is no answer or a complete guess is evident, no credit will be given. This
evidences some grace, but justice.