Informal assessments in educational practice

¶ … Lesson and Assessment for: THE SPIDER and the FLY

GRADE: 4th

SUJECT: Language Arts

Students will expand vocabulary by locating and defining new or difficult words.

Students will be able to identify the main idea/theme of the story and use pertinent facts from the text to discuss within groups.

Students will construct a short story that uses the two main characters in the book (the spider and the fly).

Talk with students about how spiders catch their prey. Talk with students about how sometimes creatures are given personalities in books to make the story more meaningful and entertaining. Talk with students about vocabulary development and how words can be similar in meaning, but richer and more vibrant as they learn more words (example: bad, evil, maniacal, etc.)

Write on blackboard or give handout for vocabulary words to remember: Parlor, winding, weary, cunning, affection, pantry, witty, gauzy, wove, subtle, sly, hither, flattering, flittering, hue, counselor, etc.

Read the story to the class, and then break class into several small groups. In each group, give a handout that is similar to a spider's web:

Informal Assessment a:

1. Visit each group, see how each has filled out the Web chart, do they have the basic premise of the material? Do they have a logical POV for the two main characters?

2. Ask guiding questions: How did the Spider Feel? How did the Fly? Was one character good/bad, etc.

3. Be sure to poll each student in the small group so that you are aware if each understands the plot and story-line.

Lesson Part 2 -- Now, reread the story, asking the students to pay particular attention to the vocabulary words on the board, or handout. Pause after each word is used and ask the students to write down their definition of that word. When the story is done, put students into groups and ask them to come up with a "standard" definition for the words. Try for at least 4 groups of 4 for 16 words.

Informal Assessment B:

1. Have each student pick one word. Read the passage from the text, then call on that student to define that word. Ask for input, context, clues? Is this a good word for the text? How might we use this word elsewhere?

2. Assess each student's progress with the following rubric in mind:

a. Was the definition correct?

b. Did the student work well with the group members to discuss and find a good meaning?

c. How well was the information about the word explained?

Informal Assessment C:

1. Re-read the story one more time so it is fresh in the minds of the learners. This may be later in the day, another day, etc.

2. Ask students to think about the story, then using the two main characters, write a story using one of the following and at least 5 of the new words:

a. Different point-of-view (spider, fly, etc.)

b. Alternative ending

3. Give students some basic directions; 5 paragraphs maximum, then give time to write, walk around classroom to assist in writing, etc.

4. Either have students read their stories to class members, or review separately. Assessment will be based on rubric:

a. Composition -- grammar, spelling, conventions

b. Ability to tell a logical story

c. Use of at least 5 of the new words

d. Sense, organization, creativity.

Analysis -- This is a simple way to use a text to teach grammar, composition, vocabulary, organization, empathy, and ask for imaginative alterations. The assessments were simple and flowed into the following categories:

A. Could the students find the basic POV and theme (Overall story, Spider, Fly)

B. Vocabulary focus

C. Storyline, logic, composition and creative focus.

The assessment was based on regular and integral association with the individual learner and groups. It required that the instructor visit each student, offer suggestions and guiding questions, and form a larger and more generalized view of learner progress for the assignment.

This technique is powerful and non-threatening and yet tells a great deal about the learner's abilities within the structure of the course and assignment. The results showed that over 85% of the students knew 80% or more of the new vocabulary, and almost 100% were able to complete the POV graphic. 95% completed the story, used at least 5 new words, and had a fairly logical and sensical story. The breakdown came when assessing the conventions -- composition, grammar, spelling, etc.: 20% had 0-1 mistakes; 46% had 2-3 mistakes; 25% had 4-5 mistakes, and 8% had over 5 mistakes.