Evaluate 1.1.3 – The Summative Assessment Quest

While teaching 1^st grade research skills in my gifted class, I wanted to use the science to correlate to my research unit. This is a simple assessment, but they are 1^st graders, so I am just beginning to introduce research.

This is the science standard I used to correlate to my gifted standard: 

S1L1. Students will investigate the characteristics and basic needs of plants and animals.

b. Identify the basic needs of an animal.

1. Air

2. Water

3. Food

4. Shelter

d. Compare and describe various animals—appearance, motion, growth, basic needs.

I chose to give students a choice product, so he or she could use their learning style to create a product that demonstrated their ability to research. I was assessing the gifted standards:

1. Uses a variety of print and non-print resources to investigate a topic of interest.

6. Develops and uses systematic procedures for recording and organizing information.

10. Defends research findings in a presentation or exhibit

11. Applies ethical standards to research and analyses.

Student Choices:

Verbal Write an acrostic poem about penguins and record it on the iPad.	1.     The acrostic spells the animal’s name 2.     Information in the poem ______Name of animal ______ Habitat ______ Predator ______ Diet ______ Physical Features             ______What makes this animal            special
Kinesthetic Design a diorama of a penguins habitat in its natural environment	1.     Animal looks like it is in the Arctic 2.     Information on notecard: ______Name of animal ______ Habitat ______ Predator ______ Diet ______ Physical Features ______What makes this animal            special
Mathematical Survey the class to find out the favorite penguin. Create a graph.	1.        Graph of class’s favorite 2.        Information on notecard: ______Name of animal ______ Habitat ______ Predator ______ Diet ______ Physical Features ______What makes this animal            special

The students would need to research and present their information. They would begin by using a graphic organizer and a bibliography card. They would write information in their own words, and put information into their product.

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Validity: I am measuring research standards. Before giving the assessment, I give a scavenger hunt to see if students can locate information, put it in their own words, and cite sources. If they can do that already, I skip this assignment. Although, I have never had a student that did not need to be taught these standards in first grade.  I teach methods of locating information, how to use a graphic organizer, how to use a bibliography card and summarizing information in mini lessons before the assessment is given. I can judge from my formative assessments when a student is ready for the summative assessment.

Reliability: I use a rubric to grade this assignment. Sometimes rubrics are tricky because they box you in if you are too specific. I will give partial points or consult another teacher if I am unsure of placement on the rubric. In addition, I look at the overall results to make sure that the assessment is fair and measuring what I am teaching.'

 Security: This is tricky in elementary school. First graders need a lot of support. I need to make sure student work is their own. I would check each portion of the assessment before he or she could go on to the next section. In addition, I would make sure the assessment results align with my mini lesson results.