PERFORMANCE BASED ASSESSMENT

Planning Worksheet, Data Summary and Data Analysis Sheet

Teacher Candidate: Maya Schnitzer Course/Section: EEU 390

Cooperating Teacher/Grade Level: Prutzer/K Total Students: 18
Supervisor: Sychterz Semester/Year Sprint/2020
Unit Topic: American Symbols

1. List (bulleted) the content and/or process standards you’ll be assessing with your
authentic assessment.
S.K-2.A.2.1.2 - Describe outcomes of an investigation.
3.1.K.C3 - CONSTANCY AND CHANGE Describe changes that occur as a result of climate.

2. Design performance-based task and accompanying rubric, aligned to these content

standards. Check the district objectives (based on the district’s curriculum framework).
The Statue of Liberty turned green for the same reason old cars slowly turn brown. Rust
is a chemical reaction between iron in the car and the oxygen in the air. This sort of
reaction between oxygen and certain metals is known as oxidization. Copper experiences
a similar reaction with oxygen and water over time. Leave a penny outside long enough
and it will turn green. This is copper reacting with water and oxygen in the atmosphere
around it. Unlike rust, however, the green chemicals that form around copper left outside
do not eat away at the penny. They actually protect it from the elements around it. The
statue of liberty is made out of copper, so this oxidization is the reason the green color.

Materials: saucer, vinegar, pennies dates 1982 or earlier, pennies minted later than 1982
are mostly made of zinc), paper towels
1. Pour salt and vinegar into a saucer and leave the penny in the solution for 10 minutes
2. Take it out and place it on the paper towel
3. Fold the paper towel a few times to get a bit of thickness
4. Lay the paper towel on top of the saucer and pour out some vinegar
The district objectives are mostly English/Language arts objectives so for the
performance assessment I added in students writing a sentence about the final results of
their penny

3. Prior to administering the authentic task, set your proficiency levels. For instance, what
will constitute “Target”, “Acceptable” and “Unacceptable”? Please list proficiency levels
below. Attach a copy of the task and rubric.
• Target = Can explain the penny turned green (connect it to the Statue of Liberty)
without prompting
• Acceptable = Can explain the penny turned green (connect it to the Statue of Liberty)
with prompting
• Unacceptable = The penny turned green (not connecting it to the statue of liberty) or
nothing
4. Administer the Performance-based Assessment and assess its results. Record the
results below.

Performance-based Task
Target Acceptable Unacceptable Total
Number 10 8 0 18
of
students
56% 44% 0% 100%
% of students

5. Given the performance-based task data, please analyze the following:

• Student Strengths:
All of the students were able to describe what color the Statue of Liberty used to be and what
color she is now and why she turned from brown to green

• Areas of student struggle:

8 out of 18 students – 44% needed prompting to answer the question. The prompting
questions included
1. What color is the Statue of Liberty?
2. What color did she used to be?
3. Why did she turn green?

• Error patterns:
A lot of students needed prompting. It is not because they did not know the information,
because once I prompted them with the information, I wanted them to say they knew the
answer. I should have been clearer about the type of information I wanted, the color of the
statue. I asked them to tell me what they know about the Statue of Liberty or tell me what we
learned about her.

6. After reviewing the data, please describe your remediation plan for students who
demonstrated an unacceptable level of achievement. If all students achieved at the
acceptable level or above, please write a hypothetical remediation plan in which you both
anticipate what skills/concepts students MIGHT have difficulties
accomplishing/understanding and how you’d go about remediating. This might include
re-teaching (with different methodology of course!), adapting the materials,
adapting/revising the assessment, etc.

I anticipate an area of struggle for the students to be using observation skills to describe the
results of the experiment. Due to the fact that they are a group are five and six-year-old
students and Fleetwood School District does not have a science program, the students do not
have much experience or practice observing. To adapt the lesson for this anticipated
difficulty I would give a prelesson on observation. Having students gather information using
their five senses and then describing the observations, giving terms to identify and use
description words
• The guess by feeling bags, students place their hands inside and feel and then try to
guess what is inside
o Cloth- velvet, wool, cotton
o Metal objects
• Smelling bottles
o Small containers of different scents- cinnamon, vanilla, almond, ginger, curry,
lemon
• Using magnifying glasses for visual
• Blindfold for listening
• Taste depending on school policies
Weiler 2016