Assessment Alignment and Pre-Assessment

Pre-assessments provide valuable information on what students know and guide planning. Before beginning a new unit or teaching a new concept, educators can give a pre-assessment to gauge where their students are and plan how and what to teach. 

Using the grade level of your field experience class, select two science standards. 

Each standard should be from a different science strand for that grade level.  For each of the standards, write 100-250 words addressing the following:

• Standard and aligned objectives
• Design a developmentally appropriate, authentic pre-assessment that aligns with the standard. You may incorporate activities your mentor teacher demonstrated during the observed lesson or shared during the interview that could be used to assess the learning objectives and science standards selected.
• Scoring criteria for measuring student performance on pre-assessment (rubric, check-list, table, etc.)
• Explain how this pre-assessment data could be used to modify and differentiate instruction for all students.

Support your findings with at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the 

LopesWrite Technical Support articles

 for assistance.

Rubic_Print_Format

Criteria

Pre-Assessment

Not addressed.

20.0% Not addressed.

Not addressed.

Not addressed.

10.0% Not addressed.

Course Code	Class Code	Assignment Title	Total Points
ECE-460	ECE-460-O500	Assessment Alignment and	Pre-Assessment	30.0
	Criteria	Percentage	No Submission (0.00%)	Insufficient (65.00%)	Approaching (75.00%)	Acceptable (85.00%)	Target (100.00%)	Comments	Points Earned
100.0%
Standards and Objectives	15.0%						Not addressed.	The objectives are inadequately aligned with the state standards or are not developmentally appropriate for students specified.	The objectives are adequately aligned with the state standards and are appropriate for students specified.	The objectives are clearly aligned with the state standards and are developmentally appropriate for students specified.	The objectives are expertly aligned to state standards and are developmentally appropriate for students specified.
	20.0%	Pre-assessment is incomplete or fails to assess student knowledge prior to instruction.	Pre-assessment moderately assesses student knowledge prior to instruction.	Pre-assessment reasonably assesses student knowledge prior to instruction.	Pre-assessment skillfully assesses student knowledge prior to instruction.
Scoring Criteria	Scoring criteria is incomplete or flawed in measuring student performance and distributing scores.	Scoring criteria is basic in measuring student performance and distributing scores.	Scoring criteria for measuring and categorizing how students performed on the pre-assessment are effective.	Scoring criteria for measuring and categorizing how students performed on the pre-assessment are well organized and specific.
Differentiation	25.0%	How pre-assessment data could be used to modify and differentiate instruction for all students is unclear.	How pre-assessment data could be used to modify and differentiate instruction for all students is given basic consideration.	Explanation of how the pre-assessment data could be used to modify and differentiate instruction for all students is logical.	Explanation of how the pre-assessment data could be used to modify and differentiate instruction for all students is thoughtful.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)		10.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.	Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language.	Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors are present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%