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Assessment Matrix Science 2nd

This document provides an assessment matrix for science in the second quarter of the 2013-2014 school year for first grade students. It outlines the content and performance standards that will be assessed, including identifying animal body parts and their functions, understanding habitats, and demonstrating the life cycle of an animal. It describes the knowledge, skills, and products that will be evaluated, such as labeling diagrams, drawing life cycles, and creating a timeline presentation. It also provides a rubric for assessing an oral presentation on an animal's life cycle that evaluates elements like preparation, fluency, accuracy, voice, and the appropriateness of the show-and-tell item.

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Love Bordamonte
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Download as DOC, PDF, TXT or read online on Scribd
415 views

Assessment Matrix Science 2nd

This document provides an assessment matrix for science in the second quarter of the 2013-2014 school year for first grade students. It outlines the content and performance standards that will be assessed, including identifying animal body parts and their functions, understanding habitats, and demonstrating the life cycle of an animal. It describes the knowledge, skills, and products that will be evaluated, such as labeling diagrams, drawing life cycles, and creating a timeline presentation. It also provides a rubric for assessing an oral presentation on an animal's life cycle that evaluates elements like preparation, fluency, accuracy, voice, and the appropriateness of the show-and-tell item.

Uploaded by

Love Bordamonte
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Gideon Academy

Assessment Matrix for the Second Quarter, School Year 2013-2014


Subject Area: Science
level: G1
Content Standards:

Grade or Year

The learner will:

The learner demonstrate understanding of the external parts of the animal body / plant parts and their functions.
The learner acquires understanding of the importance of caring for animals, plants and the environment.

The learner, in the long term and on his/her own, will be able to:

Performance Standards:
Show and tell how the animal body grows and develops by making a Timeline.

Levels Of
Assessment

Knowledge

Competencies to
Assess
(What to Assess)

Measure/Tools of Assessment
(How To Assess)

Identify and name the


main parts of the body
of an animal

A. Fill in the blanks with the correct name of the


body parts.

Identify which body part


does a given function
(Knowledge)

A. Encircle the correct body part that can do the


given activity.

One point for every correct answer.

1. The ______ is the part of the animals body


that is most common to them. (head)

( horn
picture)
Identify the proper habitat
of animals

Scoring Scheme

protect against
weather
protect against
enemies

Encircle the correct answer.


1. ]

pix

One point for every correct answer.

land
water

One point for every correct answer

Process or Skills

Understanding

Associate pictures with


names

Draw a line from the word to the correct body


part

One point for every correct answer

Draw parts of the body

Look at the picture. Complete the diagram by


drawing the missing body parts.

One point for every correct answer.

Draw the life cycle af a


given animal / insect

Look at the picture. Draw the missing stages in


the life cycle of an animal / insect.

One point for every correct answer

Show concern for the


safety of animals / plants /
environment

Put a check on the pictures that show concern


animals / plants.

One point for every correct answer

Show proper personal


caring of animals / plants

Choose the pictures that show how we should


take care of animals / plants . Circle the answer

One point for every correct answer

Write T if the statement is correct and F if it is


not.
Practice proper caring for
the body
Products /
Performances

Show and tell the


stages of animal growth
(Life Cycle)

The situations below tell about improper care of


animals / plants. Check the statement that
shows what can happen in each situation.
Make a simple Timeline, showing the life cycle
of a chosen animal. Describe and tell about the
activities they can do during each stages of
growth.

One point for every correct answer

Rubric
Criteria

Show and
Tell Item

Poor

Fair

Good

Excellent

Not
appropriate

Needs more
thought

Meets
expectations

Exceeds
expectatio
ns

Item brought
to class is

Item brought
to class falls

Item brought
to class falls

not
appropriate
for the
assignment
and did not
follow
project
guidelines

No fluency
Fluency

Accuracy

Voice

Much effort
was required
to maintain
the
presentation
. There may
have been
many long
pauses.

within the
guidelines
but more
thought
could have
been placed

A little
fluency
Some effort
was required
to maintain
the
presentation
. There may
have been a
few long
pauses.

within the
guidelines

Item
brought to
class falls
well within
the
guidelines
and
exceeds
expectatio
ns

Fluent

Very fluent

Some minor
difficulties
maintaining
the
presentation
were evident

Student
had no
difficulties
maintainin
g the
presentatio
n

Almost 0
error

Many errors

Some errors

A few errors

Grammar
errors or lack
of
vocabulary
severely
hampered
communicati
on

Grammar
errors or lack
of
vocabulary
led to many
minor
difficulties

A few minor
difficulties
arose from
not using
proper
grammar or
some
missing
vocabulary

We cant
understand
you

We can
understand
you a little

No problem
understandi
ng

Poor
pronunciatio
n, unclear
speech or a
low speaking

Some
communicati
on problem
arose due to
unclear
speech or a

No serious
problems
arose, but
better
pronunciatio
n, clarity,

Proper
grammar
or
excellent
command
of
vocabulary
was used
to
communic
ate
effectively
Excellent

Pronunciati
on was
loud and
clear

Preparatio
n

volume

low speaking
volume

and volume
could have
made
communicati
on more
efficient

Not prepared
at all

A little
prepared

Prepared

The student
forgot their
item or could
not complete
their
presentation
due to lack
of
preparation

The
students
presentation
was
unorganized
and was
obviously
done without
preparation

The student
was
somewhat
prepared.
His/her
presentation
was quite
organized

Well
prepared
The
student
was
obviously
prepared.
His/her
presentatio
n was well
organized

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