brothers

I. Assessment Framework/Matrix

II. Objectives and Measurement Documentation

Item 1: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of this unit, the learner will be able to relate actions to emotions with 85% accuracy.

Measurement: Multiple Choice Question

Relate the action to the most likely emotion represented in the statement:

Jill slammed her book on the floor very loudly. How may she have been feeling?

a. Happy

b. Frustrated

c. Patient

Item 2: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of this unit, the learner will be able to identify uncomfortable feelings with 85% accuracy.

Measurement: Multiple Choice Question

Identify the feeling indicated by the statement:

Tommy sat alone during lunch because his friends were absent from school.

a. Sick

b. Excited

c. Lonely

Item 3: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of this unit, the learner will be able to interpret comfortable feelings with 85% accuracy.

Measurement: Multiple Choice Question

Interpret the feeling described below:

Stacy smiled and laughed while speaking with her sister.

a. Joy

b. Fear

c. Unhappy

Item 4: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to indicate stressors with 85% accuracy.

Measurement: Multiple Choice Question

Indicate the stressor in the statement:

Jason cried when he fell off of the monkey bars at recess.

a. Jason cried

b. Jason was at recess

c. Jason fell off the monkey bars

Item 5: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of this unit, the learner will be able to define the term stressor with 100% accuracy.

Measurement: True/False Question

A stressor is something that causes stress. TRUE or FALSE

Item 6: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of this unit, the learner will be able to explain the term uncomfortable with 100% accuracy.

Measurement: Short Response Question

Feelings that are uncomfortable are _________. (not good, negative, unhappy, etc...)

Item 7: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of this unit, the learner will be able to explain the term comfortable with 100% accuracy.

Measurement: Short Response Question

Feelings that are comfortable are _________. (good, positive, happy, etc...)

Item 8: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to define the term stress response with 100% accuracy.

Measurement: Short Response Question

A stress response is a __________ to stress. (reaction)

Item 9: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to identify trusted adults.

Measurement: Multiple Choice Question

Select the answer that identifies a trusted adult:

a. Stranger

b. Teacher

c. Classmate

Item 10: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of this unit, the learner will be able to give examples of self-control with 90% accuracy.

Measurement: True/False Question

Michelle displayed self control when she quietly walked in the hallway.

TRUE or FALSE

Item 11: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of this unit, the learner will be able to demonstrate taking proper care of classroom supplies with 100% accuracy.

Measurement: True/False Question

Jessica threw the basket of crayons across the room. Jessica demonstrated taking good care of the classroom supplies. TRUE or FALSE

Item 12: Bloom’s Level: Remember/Understand

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of this unit, the learner will be able to identify examples of self-control with 90% accuracy.

Measurement: True/False Question

Everyone in the class displayed self-control when they yelled while the teacher was talking. TRUE or FALSE

Item 13: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of this unit, the learner will be able to model personal responsibility for their possessions with 100% accuracy.

Measurement: True/False Question

Stacy modeled personal responsibility for her backpack when she left it on the school bus. TRUE or FALSE

Item 14: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of the unit, the learner will be able to correlate classroom rules with appropriate behavior with 100% accuracy.

Measurement: Multiple Choice Question

When following the classroom rule of being a good listener, Steven will :

a. Bang his hand on desk during the lesson

b. Be quiet during the lesson

c. Shout during the lesson

Item 15: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of the unit, the learner will be able to interpret classroom rules with 100% accuracy.

Measurement: Multiple Choice Question

The rule “Be Kind To Others” most likely means:

a. Hit your neighbor

b. Take your neighbor’s pencil without asking

c. Ask to borrow a pencil from your neighbor

Item 16: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to distinguish between positive and negative stress responses with 90% accuracy.

Measurement: Essay Question

Briefly describe a time when you felt stress and how you responded. Identify the stressor. Identify your stress response. Distinguish if your response was positive or negative.

GRADING: Excellent responses will include proper identification of both stressor and response along with correct distinguishment of response. Satisfactory responses will include 2 correct identifications. Unsatisfactory responses will include 1 or fewer correct identifications.

Item 17: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to interpret emotions with 90% accuracy.

Measurement: Short Answer Question

Janet’s dog ran away. She most likely felt _______. (sad, worried, unhappy, negative emotions…)

Item 18: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to determine cause and effect during stressful situations with 85% accuracy.

Measurement: Multiple Choice Question

Stacy was excited because she was going on a trip to Disney World. What was the cause of Stacy’s excitement?

a. She was tired

b. She was going to Disney World

c. She forgot her lunch at home

Item 19: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of the unit, the learner will be able to analyze facial expression to determine emotions with 85% accuracy.

Measurement: Short Answer Question

Harry smiled as he entered the classroom. Harry was most likely _______. (happy, excited, any positive emotion)

Item 20: Bloom’s Level: Apply/Analyze

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of the unit, the learner will be able to use facial expressions to express their emotions with 95%.

Measurement: Multiple Choice Question

Tim and Kia are creating a chart with faces that express happiness. What faces should they include?

a. Frown and crying

b. Smiling and excited

c. Scared and shocked

Item 21: Bloom’s Level: Evaluate/Create

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of this unit, the learner will be able to justify emotions with 90% accuracy.

Measurement: Multiple Choice Question

Why was Mrs. Smith happy with the class when they were listening to her talk?

a. Because they were following the rules

b. Because they were yelling

c. Because they were not listening

Item 22: Bloom’s Level: Evaluate/Create

Standard: K.MEH.1.1 Recognize feelings and ways of expressing them.

Assessment Objective: Upon completion of the unit, the learner will be able to hypothesize how a person is feeling based on their actions with 85% accuracy.

Measurement: Multiple Choice Question

Yasmine broke her necklace, which made her cry and stomp her feet. How might she have been feeling?

a. Happy

b. Mad

c. Pleased

Item 23: Bloom’s Level: Evaluate/Create

Standard: K.MEH.1.2 Recall stressors and stress responses.

Assessment Objective: Upon completion of the unit, the learner will be able to elaborate as to whether stress responses are either positive or negative with 90% accuracy.

Measurement: Essay Question

Elaborate on the stress you wrote about in question number 24. Explain why your response was either negative or positive.

GRADING: All points awarded if explanation properly explains why response was either negative or positive.

Item 24: Bloom’s Level: Evaluate/Create

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of the unit, the learner will be able to construct a set of rules for proper behavior in the cafeteria with 100% accuracy.

Measurement: Multiple Choice Question

Select the rules which demonstrate good behavior:

a. Run in the cafeteria. Yell to your friends. Throw your food.

b. Throw your trash on the floor. Jump on the table. Pour milk on floor.

c. Walk quietly in the cafeteria. Stand quietly in line. Throw your trash away.

Item 25: Bloom’s Level: Evaluate/Create

Standard: K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Assessment Objective: Upon completion of the unit, the learner will be able to substitute positive behaviors for negative behaviors.

Measurement: Multiple Choice Question

Macie yelled at Mark for taking her seat. What could she have done differently?

a. Pushed Mark out of the seat

b. Sat somewhere else

c. Ran around the table yelling

III. Test Document Name: _____________________________ Date: _____________

Directions: For the following multiple choice questions, circle the best answer choice:

1. Macie yelled at Mark for taking her seat. What could she have done differently?

a. Pushed Mark out of the seat

b. Sat somewhere else

c. Ran around the table yelling

2. Select the rules which demonstrate good behavior:

a. Run in the cafeteria. Yell to your friends. Throw your food.

b. Throw your trash on the floor. Jump on the table. Pour milk on floor.

c. Walk quietly in the cafeteria. Stand quietly in line. Throw your trash away.

3. Yasmine broke her necklace, which made her cry and stomp her feet. How might she have been feeling?

a. Happy

b. Mad

c. Pleased

4. Why was Mrs. Smith happy with the class when they were listening to her talk?

a. Because they were following the rules

b. Because they were yelling

c. Because they were not listening

5. Tim and Kia are creating a chart with faces that express happiness. What faces should they include?

a. Frown and crying

b. Smiling and excited

c. Scared and shocked

6. Stacy was excited because she was going on a trip to Disney World. What was the cause of Stacy’s excitement?

a. She was tired

b. She was going to Disney World

c. She forgot her lunch at home

7. The rule “Be Kind To Others” most likely means:

a. Hit your neighbor

b. Take your neighbor’s pencil without asking

c. Ask to borrow a pencil from your neighbor

8. When following the classroom rule of being a good listener, Steven will :

a. Bang his hand on desk during the lesson

b. Be quiet during the lesson

c. Shout during the lesson

9. Select the answer that identifies a trusted adult:

a. Stranger

b. Teacher

c. Classmate

10. Jason cried when he fell off of the monkey bars at recess.

a. Jason cried

b. Jason was at recess

c. Jason fell off the monkey bars

11. Stacy smiled and laughed while speaking with her sister.

a. Joy

b. Fear

c. Unhappy

12. Jill slammed her book on the floor very loudly. How may she have been feeling?

a. Happy

b. Frustrated

c. Patient

13. Tommy sat alone during lunch because his friends were absent from school.

a. Sick

b. Excited

c. Lonely

Directions: For each TRUE/FALSE question, select the correct response.

14. A stressor is something that causes stress.

TRUE or FALSE

15. Stacy modeled personal responsibility for her backpack when she left it on the school bus.

TRUE or FALSE

16. Michelle displayed self control when she quietly walked in the hallway.

TRUE or FALSE

17. Jessica threw the basket of crayons across the room. Jessica demonstrated taking good care of the classroom supplies. TRUE or FALSE

18. Everyone in the class displayed self-control when they yelled while the teacher was talking.

TRUE or FALSE

Directions: For each short response question, fill in the blank with the most appropriate answer.

19. Harry smiled as he entered the classroom. Harry was most likely ________________.

20. Janet’s dog ran away. She most likely felt _________________.

21. A stress response is a _________________ to stress.

22. Feelings that are uncomfortable are ________________.

23. Feelings that are comfortable are __________________.

Directions: For each essay question, write a brief paragraph.

24. Briefly describe a time when you felt stress and how you responded. Identify the stressor. Identify your stress response. Distinguish if your response was positive or negative.

25. Elaborate on the stress you wrote about in question number 24. Explain why your response was either negative or positive.

Appropriate Testing Environment

When establishing an appropriate testing environment, teachers must consider several factors. The room needs to be at a comfortable temperature and have good ventilation. As well, the classroom needs to be as quiet as possible. Also, students should not feel crowded, therefore, there needs to be adequate space. In addition to the physical environment, the teacher should do their best to minimize frustrations. This involves providing sufficient time for students to prepare for the test. As well, review sessions can help students to gauge their levels of preparedness. It is best to not make a test out to be a “huge deal” as this can result in anxiety. Of importance is the reduction of interruptions during the administration of the test. Clear instructions should be given before the test starts. Students should be directed to raise their hand if they need anything and the teacher will address the student appropriately.