Authentic Assessment Activities
Devise two informal authentic assessment activities for a K-3 classroom to quickly measure studentâ€
s present ability levels on two specific skills within the following major developmental domains: One academic/cognitive domain and one social/emotional domain or physical domain. Your assessment activities should be engaging and may be built into small group time, transitions, and academic lesson, or any other activity that is a regular part of a school day. Be sure to specify what skills your assessments are measuring within the description of these assessment activities.
After creating your assessment activities, write a 250-500 word rationale that addresses the following questions:
- Are the assessment activities designed to assess a single student, a small group, a large group, or a combination? Provide a rationale for the design choices.
- How will you collect and document your authentic assessment data (work sample, add a photo to a portfolio, observation narrative, checklist, etc.)?
- How you will keep the interest of the students while they are being assessed?
- How could you differentiate your authentic assessments to address individual student needs and abilities?
Support your responses with a minimum of two scholarly resources.
small group student
Mia– is above grade level for phonological skills and is able to read most CVC words that include all short vowel sounds. She is able to delete the initial sound when asked, could take away the /c/ sound and old, on ¾ trials. She is able to count 1-100 and purposely count 1-50. She can name and draw simple and complex shapes as well as colors. She says her favorite color is fuchsia.
Fine Motor: Mia is able to manipulate a wide array of writing utensils and can color within lines of a picture. She can use Velcro but has trouble with large and small buttons. Mia is able to open a milk carton from the cafeteria and twist the cap for glue.
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