Clinical Field Experience D: Assessment And Feedback Allocate at least 2 hours in the field to support this field experience. For this field experience, y

Clinical Field Experience D: Assessment And Feedback Allocate at least 2 hours in the field to support this field experience.

For this field experience, y

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Clinical Field Experience D: Assessment And Feedback Allocate at least 2 hours in the field to support this field experience.

For this field experience, you will assess students, provide them feedback, and reflect on the summative assessment implementation.

Part 1: Assessment

In the previous field experience, you designed and implemented a lesson that provided additional learning support to a selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students.

Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval.

Administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.

Part 2: Provide Feedback

Individually review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student:

How do you feel about the lesson?  
What was most difficult?
What was easy?

During this time, begin with a positive strength of each student. Provide effective, descriptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern.

Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom. 

Part 3: Reflection

Submit a 250-500 word reflection of your experience creating a summative assessment, administering it, and providing feedback. Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? What challenges did you run into during the summative assessment and how did you deal with them?

Explain how you will use this process in your future professional practice. Clinical Field Experience C: Science and Health Mini-Lesson Plan

Part 1: Science and Health Mini-Lesson Plan

Science and health standards:

Students will
1. Identify foods that come from animals and plants
2. Name different foods and identify their benefits to humans
3. Identify food characteristics
4. Describe essential components necessary for a healthy lifestyle i.e., enough sleep, physical activity, food choices.
5. Use decision-making to select appropriate foods.
6. Demonstrate effective activities to reduce diseases and the spread of germs.

Grade level: 2

1-2 learning objectives:

Students will portray good comprehension of recommended nutrition principles.

Students will demonstrate good comprehension of recommended nutrition and hygiene principles.

Instructional strategy:

Resources needed
· The teacher will provide images (images present all food groups) for students to select foods that constitute a healthy meal.
· Students will reflect on how the identified food groups benefit the body.
· The teacher will instruct on food safety practices that help prevent diseases and the spread of germs i.e., washing, strategic food separation, refrigeration, etc.
· Students will write a short story about how their family makes choices on foods.
· Students will create a record of all the foods they eat each day

Description of the learning activity that successfully integrates science and health (100-150 words):

This science learning activity is primed for improving health, nutrition, and lifestyle for grade 2 students. The students will engage in a learning activity where they identify all the relevant food groups from a select group of images. This activity will help the students differentiate between proteins, dairy, grains, and vegetables. This learning activity will help students understand the importance of eating a balanced diet each day to maintain a healthy lifestyle. The food safety practices learning activity will help grade 2 students improve their eating habits, hygiene, and general health. The main food safety practices that will be referenced include cleaning foods, separating foods to prevent contamination, cooking food, and chill. Students will also learn about refrigeration and other food preservation methods.

Formative assessment:

Assessment for this lesson will include evaluation of student’s progression on worksheets (pre-assessment health worksheet), class activities, and student participation in the class activities and discussions.

Part 3: Reflection

Pre-assessment data is an effective technique to collect information on student’s interests, readiness, and learning profiles before the main lesson. The pre-assessment developed in ‘Clinical experience B’ helped collect crucial information on food groups, food safety practices, hygiene and nutrition, and lifestyle activities that the grade 2 students understood. The data collected helped support this lesson plan by revealing misconceptions, monitoring student progress, and test for prerequisite skills and knowledge of the students (American Heart Association (AHA). This data helped focus the class activity included in the lesson plan on specific food groups, food safety practices, and food choices. Pre-assessment data aided in the differentiation of instruction by; creating individual learning pathways for unique students i.e., students below, at, and above grade level; grouping learners strategically to help in differentiating instruction, and adjusting the lesson plan to meet broader needs of the class. Modifications in support of the learning outcome included utilizing government websites to identify appropriate images to meet the needs of diverse students in the class (Health Science Lesson Plan, 2019). Additionally, the inclusion of a record sheet for students to outline their family’s food choices was included to help students increasingly comprehend the foods they consume while at home. The mini-lesson plan formative assessment was modified to enable the teacher to perpetuate individualized learning and evaluation. This will help improve student comprehension, brainstorming, and participation (Adler, 2017). The considerations to be made on the ethical issues when using student data are aimed at resolving ethical dilemmas i.e., lack of confidentiality, perceived/actual student coercion, and lack of appropriate informed consent. It is vital to avoid using the students in unethical ways during assessment and instruction.


Adler. (2017). Time for Class: Mr. Adler Science Lesson. Retrieved from: ( 38:07 minutes)
American Heart Association (AHA) – Elementary Lesson Plans
Health Science Lesson Plan. (2019). Retrieved from: (56:09)
Henry the Hand – 4 Principles of Hand Awareness
National Institutes of Health (NIH)- We Can! Eat Play Grow site
Peace and Happiness Foundation. (2016). Year 1 Science, Lesson 1, Living and nonliving things. Retrieved from: (32:32 minutes)
Peace and Happiness Foundation. (2016). Year 1 Science, Lesson 2, Living and nonliving things. Retrieved from: (32:43 minutes)
Peace and Happiness Foundation. (2016). Year 1 Science, Lesson 24, Parts of Plants. Retrieved from: (42:19 minutes)
Teacher Modeling Series: Science. (2016). Retrieved from: (43:35 minutes)
© 2018. Grand Canyon University. All Rights Reserved.

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