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Pre-Kindergarten Performance Assessment: Story Retelling

Pre-Kindergarten Performance Assessment: Story Retelling. Shelenna McKissick Post University EDU 607: Assessing and Managing Learning Professor Susan Shaw. Performance Assessment Standard and Overview. Performance Task Assessment: Story Retelling Grade level: Pre-Kindergarten

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Pre-Kindergarten Performance Assessment: Story Retelling

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  1. Pre-Kindergarten Performance Assessment: Story Retelling Shelenna McKissick Post University EDU 607: Assessing and Managing Learning Professor Susan Shaw

  2. Performance Assessment Standard and Overview • Performance Task Assessment: Story Retelling • Grade level:Pre-Kindergarten • Performance standard: Connecticut Early Learning and Development Standards (CTELDS)-Language and Literacy • Assessment Standard(s): • L.60.12 With prompting and support, retell familiar stories, including elements (setting, characters, main events) and/or share key details from informational text. • L.60.13 Identify main components of a story (plot/events). • Materials: • Goldilocks and the Three Bears by CaralynBuehner. • Puppets, character sticks, story boards, crayons/markers, sequencing picture cards, and story props.

  3. Learning Targets Knowledge Reasoning The student will be able to make connections between the story and their life experiences. The students will understand the importance of comprehending what they have read. The students will be able to understand the meaning of the words used in the story. • The student will be able to retell the main events in the story. • The student will be able to identify the main characters and stetting in the story. • The student will be able to answer and ask questions about the story.

  4. Learning Targets (Continued) Skill Product The students can perform their level of understanding by role playing the events in the story. The student can draw pictures that represent what happened in the story. The student can place story pictures in the correct order as they appear in the story book. The student can retell the story by using puppets, a story board or by imaginative play. • The student will be able to retell the story by verbalizing, drawing, role playing, puppeteering, using story sequencing cards or dramatic play.

  5. As children in early childhood engage in active listening and learning, they become motivated in creating a product that demonstrates their level of understanding and transfer what was learned to the real world. Student Template

  6. Student Rubric Rubrics are scoring tools that break down the most important components of the assignment and are blueprints that give specific expectations for the assignment (Stevens & Levi, 2005).

  7. Assessment Critique Summary

  8. Assessment Summary Performance assessments enhance student learning by recognizing a specific purpose and providing valuable information about what the student knows and assess their skills and final product (Brookhart, 2014). As teachers write learning targets with student-friendly “I can” statements, students can then “monitor and take responsibility for their own learning” as they identify the targets they intend on acquiring (Chappuis & Stiggins, 2009, para.19). Students are then faced with what the standard content requires of them to know and be able to do, not how the teacher will assess it (Winston-Salem Forsyth County Schools, n.d., para.3). Brookhart (2014) states, “the more students have to do on their own, the more opportunities they have for higher-order thinking and the more varied their performance will be” (p.69). By the end of the assessment, students would then be evaluated on their final product to indicate whether he/she was able to “recognize, understand, and aim for what was important” in the story while using various assessment materials (Moss & Brookhart, 2012, p.43).

  9. References • Brookhart, S. M. (2014). How to design questions and tasks to assess student thinking. Alexandria, Virginia: ASCD. • Chappuis, S., Chappuis, J., & Stiggins, R. (2009). The quest for quality. Educational Leadership 67(3), 14-19 Retrieved from http://www.ascd.org/publications/educational leadership/nov09/vol67/num03/The-Quest-for-Quality.aspx • Goodwin, B., & Hubbell, R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, Virginia: ASCD. • Miller, A,. (2012). Tame the beast: Tips for designing and using rubrics. Retrieved from http://www.edutopia.org/blog/designing-using-rubrics-andrew-miller

  10. Reference (Continued) • Moss, C. M., & Brookhart, S. M. (2012). Learning Targets: Helping students aim for understanding in today's lesson. Alexandria, VA: Association for Supervision and Curriculum Development. • Stevens, D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Va: Stylus Publishing. • Winston-Salem Forsyth County Schools. (n.d.). Retrieved from http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/ModuleInstance/1 7572/Deconstructing_Standards_Info_and_Steps.pdf

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