Lesson Week Scoring Guides

Science
Objective: Given exit slip, TSW develop an accurately functioning pinwheel using the
knowledge gained about windmill energy.
Rationale: The formative assessment that was used for science was an exit slip. The students
took the exit slip individually. It was about wind power as a renewable energy. Daily lesson plan
was assessing wind energy. Students used knowledge about windmills to construct a pinwheel
that turns quickly. They used paper, 1 straw, and 1 thumbtack to create pinwheel. After that, they
answered the questions on the exit slip. The teacher candidate used a rubric as the scoring guide
for the formative assessment.
The exit slip was reduced and used as the differentiated scoring assessment for this lesson. 2
students with IEPs took the differentiated assessment.
Language Arts
Objective: Given a book report, TSW answer questions about the picture book title Henry’s
Freedom Box with 85% accuracy.
Rationale: The formative assessment that was used for language arts was a book report. The
scoring guide was conferencing checklist. The students completed their book reports
individually. The teacher collected the students answers on the book reports, and graded the
completed reports using a checklist. The two students with IEP used KWL chart to complete
their book report. KWL chart was filled during the read-aloud session with the help of special
education teacher.
Social Studies
Objective: Provided with Google Earth Map application on Chromebook, TSW accurately trace
Henry Box Brown’s journey from start to end including all 9 stops providing the descriptions of
cardinal directions for each stop and naming the titles with 100% accuracy.
Rationale: The formative assessment that was used for social studies was a self-assessment.
After completing tracing Henry Box Brown’s journey from start to end, the students assessed
themselves in terms of their success in tracing the path accurately, providing descriptions of
cardinal directions, and naming the titles. The teacher candidate used a checklist as the scoring
guide for the self-assessment.
The two students used self-assessment with smiley face, neutral face and sad face.
http://housedivided.dickinson.edu/ugrr_old/images/tours/Henry%20Box%20Brown.kmz
Math
Objective: After building their Gallon Man, TSW measure liquid volume exhibited by the
accurate completion of one step word problems.
Rationale: The formative assessment that was used for math was an exit slip. The students
answered questions about one-step word problems, and measuring liquid volumes in customary
units. The teacher candidate used a checklist as the scoring guide for the exit-slip. As the teacher
candidate observed students, she marked their progress on the checklist.
Two students received different exit slip. It assessed the same concepts, students’ ability to solve
one-step word problems and measure liquid volumes in customary units. There was only one
question, a different one, instead of two.
Exit Slip

Differentiated Exit Slip