Evidence-Based Assessment

Lesson Plan: Assess and Evaluate Explain how your assessment and evaluate section promotes differentiation. The assessment that I used is formative assessment. Students complete the model activity and then present it to the class. The model activity, this is where students create a 3d model on a poster using pipe cleaners, packing peanuts, glue, scissors, yarn, and markers. As it stated by Tomlinson (2000), “Offering manipulative or other hands-on supports for students who need them” (pg. 1) will help them to master the objective(s). When students are done with their model, they will review the rubric before presenting their model to the class. The rubric that I used is called “Analytical rubric.” Analytical rubric is a rubric where students are judge based on each criterion (dimension, trait), and is evaluated separately (Brookhart, 2018). I changed the format …show more content…
Good question! It matches the assignments because the assessment tasks are creating a 3D-Model on a poster and presentation. When students are creating a model, it’s best to have a rubric to assess it, and same goes to presentation. The rubric criterions are based on two things: The 3D model on the poster and presentation. If you look at the rubric, one of the categories is where you can find the criterions for the 3D-Model on a poster, which is “Visual aid – Poster” and it’s worth 20 points. The other three categories in the rubric is based on the presentation. How have you made differentiation evident throughout the lesson? You can tell differentiation strategies or methods that I used by the usage of a lot of visual aids and hands-on activity. For the visual aids, I started off the lesson by using a picture to introduce cycle to students; I then start off the lesson by using diagrams from the Science textbook, followed by the video. Last but not the least, students’ work cooperatively with their group to create a model on a poster and present it to the