Assessment Plan for Grade 7 Science

Course Goal

 The learners should be able to investigate the properties of mixtures of varying

concentrations using available materials in the community for specific purposes.

Learning Objectives

At the end of the discussion, students will be able to:

 distinguish mixtures from substances based on a set of properties. (Cognitive - Analyze)

 apply laboratory techniques in preparing mixtures of precise concentrations using
available materials. (Cognitive - Apply)
 demonstrate understanding of the role of community resources in performing
collaborative experimentations. (Affective- Understand)

Explanation:

These learning objectives follow the three learning domains of Bloom’s Taxonomy. The
cognitive domain deals with thinking and intellect, affective domain is concerned with feeling
and emotions, and the psychomotor domain is concerned with skilled behavior (Bloom’s
Taxonomy of Learning | Domain Levels Explained, 2024). This approach provides a clear
structure that emphasizes the significance of keeping learning objectives clear and concise in
contrary to abstract ones (Shabatura, 2013). Moreover, these set learning objectives are
designed to be students-centered, action-oriented, and measurable to be effective as discussed
by Sullivan.

Design assessments.

Learning objectives:

 Students will be able to distinguish mixtures from substances based on a set of

properties.

Diagnostic assessment: Students will create concept maps/ graphic organizers.

They will have to visualize and represent the relationships of substance
and mixtures.

 Students will be able to apply laboratory techniques in preparing mixtures of precise

concentrations using available materials.

 Students will be able to design and conduct an experiment based on their varying
concentrations and properties using proper experimental procedures.
 Formative assessment: Student will conduct Lab Experiments/ Performance
Tasks (Hands-on Activities during the lesson). These assessments
techniques will be able to aid students to apply their theoretical
knowledge to practical and real situations while demonstrating their skills
in laboratory setting where they can observe results and make
conclusions.

 Students will be able to demonstrate understanding of the role of community resources

in performing collaborative experimentations.

Formative assessment: Students will write a reflective journal where they can
document their learning experiences and key takeaways. This will
enable teachers to regularly review students’ understanding and provide
proper feedback.

Summative Assessment Plan:

 Portfolio assessment graded with an analytic rubric.

 Performance-based assessment

Explanation:

To gain insights into what students have learned during the instruction, assessment
must be done which can be formative and summative. This assessment plan will utilize a
diagnostic and various formative assessment strategies to provide learners a differentiate
instructions that cater their multiple intelligence and learning preferences. Likewise, Servilio
(2009) stated the use of differentiated instruction is an innovative method to meet students’
academic needs at their levels. Moreover, portfolio-assessment and performance-based
assessment were chosen rather than the traditional pen-and-paper unit test because they
provide more opportunity and authentic experience for students to showcase their critical
thinking and problem-solving skills in diverse ways. Portfolio assessment expands the
learning experience, deepening understanding, and promotes self-directed learning
(Regoniel, 2023). Meanwhile, performance assessments can measure students’ abilities to
authentically demonstrate knowledge, skills, and scientific processes in a way the provides
value, interest, and can serve as motivation to students beyond actual grade (Bland &
Gareis, 2018). Therefore, these two summative assessment methods can offer more
comprehensive and authentic evaluation of students’ knowledge and skills by promoting
deeper engagement and critical thinking as compared to traditional pen-and-paper tests.
Assessment Tools

To aid both teachers and students to have immediate feedback on assessment they have
conducted, these assessments tools seem to be the most effective in grading and feedbacking.

For concept maps and reflective journals,

 Canvas Assignments and VoiceThread may be suitable for creating aesthetic and interactive
presentation of their ideas using a concept map or in their journal they can create if they
explore the editing tools features in both applications.

For portfolio and performance-based assessments,

 Canvas Assignments, VoiceThread, PointSolutions, and Gradescope. These assessments tools

may help students in designing and presenting their outputs creatively and Gradescope
which primarily focus on giving scores can still be used as platform where students may
submit their output for manual grading.

Explanation:

Incorporating these trends in technology in the assessment process will empower

students to work creatively and it also encourage collaboration. For instance, as cited in
Pedroso et al. (2023), application like Canva enables students to unleash their creativity,
optimize collaboration, and create a visually appealing designs for presentations. Using
such tool as leverage, students can enhance their digital literacy. Moreover, with technology,
assessment can become richer, timelier, and easier with various aspects of curriculum and
instruction (Pellegrino& Quellmalz, 2010). Digital assessment tools enable educators to
provide immediate and timely feedback for students’ individual needs. Furthermore, these
innovative approaches not only assess students’ learning and skills but also unlock essential
digital literacy skills essential for the 21st century.

Assessment Criteria and Rubrics

Rubric is an essential assessment tool that indicates achievement criteria that may be
applicable to various classroom assessment tools. Also, it is useful in grading assignments,
class participation, or performance-based assessments (Rhodes, 2009). There are two types of
rubrics: holistic and analytical. For this assessment plan, Analytic Rubric will be used to
properly assess specific or targeted skills demonstrated by the students and provide them with
immediate feedback.

Analytic rubric guide students in completing their tasks by giving them beforehand the
guidelines to follow. With this, students know what they should look for and what they should
attain to get the desirable outcome. This approach leads to fewer questions, and maximizes
time engaged in the assessment. Also, rubrics help in assigning grades and give students
feedback for areas that they need to improve (McMillan, n.d.).
Feedback strategy

Feedback is essential for students’ reflective learning and improvement. It can be a

source of motivation for continuous pursuit of learning and enhancing skills. Thus, to ensure the
quality of feedback, it must be completed in a week or two after the assignment due date. This
practice will give students insights on how well they perform before they proceed with another
task. Also, feedback must be constructive in nature, forward-looking, suggest how students
might improve their future task, and point out the strengths and weaknesses in balance formats
(McMillan, n.d.).

To deliver the prompt feedback, below are some of the feedback strategies that this
assessment plans to apply:

 Canvas Assignments, VoiceThread, PointSolutions, and Gradescope. The use of these

relevant platforms will greatly help in assessing student performance easier and faster,
enabling feedback to be delivered to the student immediately.
 Rubrics. Creating rubrics is not only for grading students’ performance but also for
saving time in constructing feedback. This tool could be used to let students know how
well they perform in certain areas, and determine areas where improvements are
needed.
 Peer Feedback. Let students rate their peer performance for reflection and self-
awareness. This practice may also enrich them with multiple ideas of improvement
gained from various perspectives.
 Providing additional resources. Give students other reading resources to supplement
feedback.

Desired results

This assessment plan is aimed to let all students acquire at least 80% of their
assessment scores. For those who did not meet 80%, additional learning activities for
remediation will be given to them until they pass.

Overall Explanation:

This assessment plan adopts the Backward Design as its instructional strategy. Backward
designs require a design and create courses based on competencies/goals and not on the content.
These competencies were used as framework to design and determined both teaching and learning
experience. It is different from some of the more traditional models that starts with learning
objectives, then moves on to the planning of content and learning activities and finished with
figuring out the assessment method (McMillan, n.d.). Also, this assessment plan tries to achieve the
alignment of learning objectives, assessments, instructional activities, resources, and technology to
attain students’ success as discussed by Nestor (n.d.). Through this organization, students are
provided with clear goals, meaningful assessments, and opportunities for new experiences
necessary to their success. By adopting Backward Design which focuses on competency-based
learning, this assessment plan aims to empower students to acquire and enhance their critical
thinking, creativity, problem-solving skills, and acquire essential attitudes, values, and self-
awareness and to provide them multiple opportunities to learn and demonstrate learning.
References:

Bland, L. M., & Gareis, C. R. (2018). Performance Assessments: A Review of Definitions,

Quality Characteristics, and Outcomes Associated with Their Use in K-12 School.

Bloom’s Taxonomy of Learning | Domain Levels Explained. (2024, February 1). Simply
Psychology. https://www.simplypsychology.org/blooms-taxonomy.html

McMillan, A. (n.d.). Analytic Rubrics. Pressbooks.

https://pressbooks.nebraska.edu/onlineteaching/chapter/analytic-rubrics/

Pedroso, J. E. P., Francisco, K. H. M., Martinez, C. A., S. Sulleza, R., & Noman, A. J. O. (2023).
Canva Tool Students’ Views on Using Canva as an All-In-One Tool for Creativity and
Collaboration. JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION, 2(2),
443–461. https://doi.org/10.56778/jdlde.v2i1.117

Regoniel, P. (2024). Portfolio Assessment: Meaning, Types, Benefits and Examples. Research-
based Articles. https://simplyeducate.me/2023/09/11/portfolio-assessment/#overall-
conclusion

Shabatura, J. (2013). Using bloom’s taxonomy to write effective learning objectives. Retrieved
from https://tips.uark.edu/using-blooms-taxonomy/

Servilio, K. (2009). You get to choose! Motivating students to read through differentiated
instruction. [Electronic version]. Teaching Exceptional Children Plus, 5(5), 2-1l.

Stanley, T. (2021). Using RUBRICS for Performance-Based Assessment: A Practical Guide to

Evaluating Student Work. 10.4324/9781003239390.