Table 2.4.

1 Unit Assessment Design Table (limited to 2 pages) Explain the specific adaptation(s) made for tudents A and ! "# $h% no adaptation(s) are needed "o specific adaptations were made for student A or #. $ince it is an informal assessment I want to see how well the students understand the content and what adaptations are necessary during my lesson based on the results. #oth student A and # will be required to wor on their own graphic organi&ers. $ince student A struggles with completing his tas I will eep encouraging him and provide e(planation if necessary. For student # I will provide e(tra time to complete her assignment. &hich ob'ecti(es does this assessment address) Describe ho$ specific student results $ill impact the unit plan

Describe the assessment to be used For this unit different types of informal assessments will be used. One assessment requires the students to respond to the questions I will pose during classroom discussions.

Explain rationale for choosing this assessment

*dentif% ho$ the assessment $ill be scored

Formative Assessment - Informal

I chose this assessment to help me determine the nowledge of my students and also how I can adapt my instructions to clarify any misconceptions !hey might have. I chose this assessment because it will allow me to monitor student learning and it will also help me to determine their progress. !his form of assessment will allow me to recogni&e where students are struggling and target areas they need help in.

!his assessment addresses all of the ob%ectives in this unit. !his assessment will be used through out the unit.

!his assessment will not be scored since it is only an informal assessment and it is utili&ed to chec the understanding of the students.

If the students will struggle responding to the questions' then I will ma e sure that I provide more e(amples and also review the material with them.

Formative Assessment - Formal

One type of assessment used during this unit is a graphic organi&er. After observing and comparing the different properties of matter and the changes in matter the students will record their answers on the graphic organi&ers.

!his assessment will address ob%ectives )' 2 and *. !he students will compare and contrast and identify the properties of matter. !hey will also identify the physical and chemical change. !he students will record their observations on

!he graphic organi&er will be worth 2+ points. ,ach question answered correctly counts as 2 points.

If the students are struggling to respond to the questions I will provide e(tra e(planations and use more visual aids to help them understand. If the students are on level I will provide challenging questions to help them thin critically.

the graphic organi&er. !he summative assessment is a test. It is worth 2+ points. !he students will independently complete this assessment It consists of a list of things that are matter and nonmatter. It has four multiple choice questions. It also has two short answer questions.

$ummative Assessment

I chose this assessment because it will allow me to evaluate student learning at the end of the unit. Also this assessment covers all the ob%ectives addressed in this unit.

#oth student A and # will be required to ta e this test individually. For both student A and # I will provide more e(planation of the questions. I will also allow them more time to complete their test.

!his assessment will cover all the ob%ectives of this unit.

!he test will be worth 2+ points. !here will be . points for two short answer questions. )+ points for the list of matter and non-matter ob%ects and / points for fill in the blan s questions.

If the students perform below the e(pected level of performance then I will provide further clarification of the content. I will use more e(amples and visual to help them with their misconceptions.

0hat is the minimum level of performance e(pected of all students to achieve on the summative assessment1 Are any differences in performance e(pected between the subgroup described in !as ) and the

!he minimum level of performance e(pected on the summative assessment of all the students is 2*3 or higher.

!here is not much difference e(pected in the performance in the subgroup because of the differentiated instructional strategies I have implemented through out the unit. 4owever' the performance of student # is e(pected to be lower compared to the rest of the class. !his assumption is based on her score low score compared to the rest of the class in her formative assessments.

remainder of the class1 ,(plain.