In St. Lawrence county, we had one staff development day in March that we all got together at and tried to come up with regional assessments. We had a really difficult time and never really finished, nor got back together to finish. I wasn't really happy with what we came up with either as it was way to specific and for most of the grade levels, didn't match what I taught. I really don't like the idea of repeating an exact project at the beginning and end of the year, and that's what they wanted to do. I feel like the following assessments I made allow for students to create something different as their end product so they won't be taking home two identical projects (aside from the test assessments!).
Before I share these though, please understand the following:
1. I won't have to use all of these each year...this year I have figured that I will need to do assessments for 5th, 6th, Kindergarten and 1st grade as these are my largest grade levels that will give me my 51% student population.
2. I may have to change my assessments at the beginning of the year a bit, depending on whether or not my superintendent approves of them as rigorous assessments. (I'm guessing that I will have to take the time management aspect out of my rubrics as it will be difficult for the other teacher to assess this since she won't be in my room...unless of course I would be allowed to assess that part of the rubric.)
KindergartenI've shared the worksheet that goes with this assessment here. For this assessment, students will be asked to cut out various shapes (simple to advanced) and to glue them onto construction paper. I plan to assess their scissor skills and their gluing skills. I am a little unsure as to if this particular assessment can be done by the other teacher as I am assessing their scissor and gluing skills here and most of the cutting rubric in particular will need to be filled out from observations...
3rd GradeIn 3rd grade, we will focus on depth and landscapes, so their assessment will be for landscapes. For the pre-assessment, I will read them the story of Little Red Riding Hood without showing them any of the pictures. They will then have two class periods to draw what they think the path looked like to grandmothers house from the story. At the end of the year, they will do the same thing, but I will read them the story of Hanzel and Gretel. I will look for details in their drawing that they remembered from the story, as well as the characteristics of a good landscape. Here is that rubric: