Secondary Methods Assignment Cover Sheet
Title of Assignment: Assessment Plan
Name: Katy Wood Date: October 28, 2011
q Competency 003 – The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.
This artifact was created October 28th of 2011 for an advanced theatre classroom in the high school level. I have had the opportunity to use the different assessments in this artifact during my field experience in an advanced theatre classroom, so I understand how effective each one is. The various assessments I have listed in this artifact will be used in my future classroom, should I be teaching the high school level. However, some of these assessments can be used for younger levels as well. This will be effective in my classroom because I know these assessments work. I have personally used these assessments in my lesson plans and teaching and know they work.
Assessment Plan
| Learning Objectives | Assessment | Format of Assessment | Adaptations |
| Learning Objective #1: Students will become aware of their bodies as they warm up and employ stage movement. | Pre-Assessment Formative Assessment Post-Assessment | The pre-assessment will include a picture drawn on the board with a journal warm-up stating to label the different parts of the stage/theatre using what they already know about the stage. Using tape to mark different areas of the stage, the students will be asked to stand in the various areas of the stage using what they just learned to do this correctly. Students will complete a worksheet individually with the same picture after the parts of the stage have been labeled correctly by the instructor, and the activity has been completed. | For ELL, a word bank would be provided on the board to assist in writing down the information with the picture in their journal. They will be placed in groups of 3-4, and every student will be required to participate in at least one round of this activity. If the student was absent the day the initial lesson was taught, other students could assist in teaching them the information, as well as the instructor giving them a handout to help them understand. |
| Learning Objective #2: Students will be able to demonstrate effective voice and diction techniques to create believable characters. | Pre-Assessment Formative Assessment Post-Assessment | In their journals, they would be required to write about a voice they’ve heard in movies or real life that was interesting and unique and then share what that voice sounded like to the class. An improvisational activity called left-right-switch would be played to give the students an opportunity to utilize different character voices The students will perform a scene where they have to play two characters with two very different character voices. | None will be made for the pre-assessment. This game is played in a large group of 7-8 students, but can be played in even larger groups or smaller. The students will be assessed more on their character voices than their body movement. |
| Learning Objective #3 : Students will be able to analyze, develop, and create believable characters through improvisation and written scripts | Pre-Assessment Formative Assessment Post-Assessment | The students will write in their journals discussing a person in their life that has an interesting walk The activity is called “Walk-the-walk”, where the students have to pretend to walk in different scenarios An improvised performance of a scenario given by the instructor, with emphasis on character walks. | None will be made for the pre-assessment. All of the students will perform at one time, so they will be able to focus on their own walks without worrying about other students’ criticisms. Students will be paired up and given an index card with a scenario written on it. |
Summary of Pre and Post Assessment:
The pre-assessment for learning objectives one, two, and three are all warm-up questions written on the board for the students’ journal entries. Objective one has a picture to go along with the warm-up question. The picture is an aerial view of the stage with the audience section labeled, with nine boxes on the stage section with lines as fill in the blanks. The nine areas of the stage to be labeled include: center stage, upstage, downstage, right stage, left stage, up right stage, up left stage, down right stage, and down left stage. The students will work individually on all journal entries. These are counted as a 10 point daily completion grade. The warm-ups for objectives two and three are based on personal reflection and act as a reference for the upcoming activities.
The post assessment for objective one will be quiz over the areas of the stage, with a similar aerial view of the stage with the different blank boxes to be filled in. This quiz will test the students and their understanding of the stage areas and the perspective needed to figure out which way is stage right or stage left. This quiz will not have a word bank. The terms are very simple and easily recognizable. The post assessments for objectives two and three will be major grades based on the students’ performances and their commitment to their character’s movement and/or voices. The students will be paired together for their performances. The instructor will give each group an index card with a written scenario, and the students will have the rest of the class time to discuss with their partner their characters and their movement and/or character voices. The performances would occur the next day. The students would be graded on commitment to character, believability, composure (not laughing during the middle of the performance), as well as interaction with the other characters. The grade will be based on a 100 point scale, with each category listed above worth 25 points. The total number of points would be the final grade for that assignment for the individual student. This assignment will not be a group grade.
Summary of Formative Assessments:
Learning objective one’s formative assessment is a participation grade and is used to assess the individual student’s ability to physically stand in the correct stage area. The floor of the classroom would be taped off into nine boxes, or a tic-tac-toe pattern. The audience would be addressed as the location of the students chairs in relation to the boxes on the floor. The students would get into groups of three or four and stand on the taped off stage. The instructor would tell the students the stand in center stage, and then move to different areas of the stage. By doing this, the instructor will be able to tell who understands the information and who does not. After everyone in the class has gone at least once, the instructor will call on those students who were struggling before, though it will seem like they were picked at random from their perspective. Without the stronger students to lean on, they will have to use their brain and figure out the different areas of the stage. The activity will be played until every student understands. If many of the students are struggling, a review of the information will be given as further support. This activity will address the tactile learners, as well as the visual and auditory learners. The students will be given a daily participation grade of ten points if they actively participate in the activity. Learning objective two’s formative assessment is a game called “left-right-switch”. The students, in a group of eight or more, will stand in a circle facing outwards. Every two students will be given a job title or scenario of some sort to act out between those two students. When the wheel is turned to the right or the left, the students must then start acting out the scene that was given to them with the person standing on the other side of them, thus requiring a commitment to a change in character voices. This game is a daily grade based on active participation. It is merely a fun way of getting the students to participate in class without feeling the pressure of a major grade or other students’ criticism. Learning objective three’s formative assessment is a game called “walk-the-walk”. The entire class participates in this activity together, so the students can focus easier on what they’re doing, rather than worrying about the criticisms of other students watching them. The students are asked to walk around the room in their normal walk, but then the teacher gives them different scenarios to walk in, such as walking on the moon, in a room filled with bubble gum, or through a dark alley. The students are graded based on how much they participate in this activity. This activity addresses tactile learners, visual learners, as well as auditory learners.
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