First Draft Selected Response Assessment

Name:_Emily Moog_

Grade: First

Subject/topic: Weather/Science

Title of unit: Weather

Learning Objectives

What learning objectives from your unit outline will be assessed with your selected
response assessment?
Students will be able to identify different weather conditions.
Students will be able to identify physical changes and weather changes from
season to season.
Students will be able to state clothing worn in each weather condition.
Students will be able to name consequences of excess weather conditions.
Students will be able to identify common weather conditions in each season.

What type of information will this assessment provide you?

This assessment will provide me with an understanding of what students know
before beginning the unit, as well as an understanding of what they have learned
from the unit and what they still need to learn in order to meet the learning
objectives.

When in your unit will you use this assessment?

I would use different questions within the unit at different times. Some of the
questions are simpler than others, both in reading and cognitive ability, and
therefore would be best used as a pre assessment to the unit to determine what
students need to know. Some of the other questions are more advanced and
 would relate specifically to what would be taught in the classroom. These
should be used when the unit is completed and assessment is done to clarify
what has been or has not been successfully taught.

Writing items (write five questions for each type following the guidelines discussed in
class)

Multiple choice
1. An object used to tell the temperature is called a/an:
a. Speedometer
b. Thermometer
c. Balance
d. Scale

2. Meteorology is the study of:

a. Plants
b. Weather
c. Stars
d. Animals

3. If the wind is blowing outside, it would be a good idea to wear a/an ___________ to
recess:
a. Tank top
b. Dress
c. Coat
d. Skirt

4. The sun often makes surfaces _________ to the touch.

a. Icy
b. Warm
c. Cold
d. Greasy

5. Rainbows put off many different __________.

a. Patterns
 b. Colors
c. Looks
d. Shapes

Matching

Match the following symptoms of each weather option.

1. ___ Rain for long periods of time
2. ___ Less than enough rain coming down
3. ___ Too much wind
4. ___ Sun for long periods of time
5. ___ A buildup of snow

a. Trees blown over

b. Flooded land
c. Dry ground
d. Low rivers and lakes
e. Blocked roads
f. Flower growth

True/False

Circle true or false for the following statements.

1. True or false? In the fall, the leaves change color and come off of the trees.
2. True or false? You should go to the middle of a field if there is a lightening storm.
3. True or false? When there is less than enough rain, the flowers grow best.
4. True or false? Puddles form when there is less than enough rain.
5. True or false? Rain is described as wet.

Select all that apply

1. Winter is often described as:
a. Sunny
b. Cold
c. Warm
d. Snowy

2. As the weather changes from fall to winter:

a. Wind blows strongly
b. Leaves fall from the trees
c. Lakes begin to freeze
d. The weather gets colder

3. The thermometers we used showed the temperature in:

a. Inches
b. Celsius
c. Pounds
d. Fahrenheit

4. Often times, in the spring, we notice:

a. Flowers blooming
b. More rain
c. Heavy snow
d. Warmer weather

5. Water falling from the sky comes in different forms including:

a. Rain
b. Hail
c. Lightening
d. Snow

Check your work/things to think about:

Do your questions content align with your learning objectives?

Yes, my questions do align with the learning objectives I have come up with.
There is extra information in my assessment that does not necessarily fit into
some of the learning objectives, but still connects very much to the weather unit
itself. I think it is likely that as a teacher, I would teach some things that arent
 specifically stated in the learning objectives, but relates with the material and
the unit and is beneficial for students to know. The rest of my questions align
well with the objectives through repetition in different ways. It is helpful to give
students chances to understand information in different ways of selected
response questions and to repeat concepts to ensure that they truly understand
what they are learning and being assessed on.

Do your questions match the cognitive complexity specified in your learning

objectives?
Yes, the learning objectives mention cognitive complexities within the first
level of the Depth of Knowledge which is recall. In the questions, students are
recalling, identifying, and naming, but are not required to compare or
summarize, as would describe some of the cognitive complexities within level
two of DOK. These forms of cognitive complexities are assessed with less
effort from the student, but are appropriate for the grade level as well. I changed
my grade level within this unit from kindergarten to first grade because I
wanted to have more ability to change my questions and ask more of the
students. But, in some ways, there are less questions to ask kindergarten
students, because they have an even lower cognitive complexity level and show
their knowledge through skills as opposed to selected response-type assessment.
But, moving on to first grade, these students tend to answer more selected
response questions and understand how to complete them within a classroom
more effectively. They have learned how to communicate more fully.

Do your questions following the guidelines presented in class?

Yes, these questions are well written and follow the guidelines so that the
questions will assess that the learning objectives have been met and students are
assessed efficiently and well. I have gone over the guidelines and have made
sure that the assessment questions are clear and concise while covering a variety
of topics within the unit and staying true to the guidelines for each type of
assessment question.