CainStage2 Assessment

							                                                                                                                        Ways to decide what will provide evidence that students have ac


                    Unit Learning Targets / Goals
                                                                                       Proposed Evidence of
                                                                                          Understanding




                     Sub-Unit (Chapter 9) Goals

Students will recall information relating to The Indian Wars, The Texas Cattle   Selected Response and Oral
Kingdom, Cattle Drives in Texas, and Railroads Reach Texas.                      questioning

Students will summarize and organize information from Chapter 9 and
various other sources after reading and studying the text.                       summaries

Students will be able to compare various pieces of Texas artwork with
concepts studied in Chapter 9 (The Close of a Century) of their textbook.        essays and presentations
Students will recall and apply knowledge about the elements and principles of
art and geometric terms (parallel, intersecting, perpendicular, and two- and
three- dimensional figures) to artworks presented to them.                       Oral and written explanation

Students will attribute pieces of artwork to the time period studied by
determining the intent of the artist in each work.                               selected and constructed response

Students will design and construct their own artwork about topics from           a piece of artwork with an
chapter 9 using knowledge about the principles and elements of art.              accompanying explanation
Students will exercise reading strategies that involve vocabulary
development, comprehension, literary response, text structures, and literary
concepts.                                                                        multiple choice and verbal responses
           Larger Unit Learning Targest/Goals
Students will recognize and recall information pertaining to the elements and
principles of art.

Students will interpret various pieces of art from different cultures, particularly
those of Texas and Mexico, by attributing the elements and principles of art to
those pieces and the culture which produced them.

Students will implement aspects of geometry in art by comparing the
principles of art with those of geometry and producing geometrical artwork of
their own.

Students will organize information about cultures in Texas and Mexico after
reading and summarizing various written texts.


Students will produce a piece of art work that contains elements of their own
lives by implementing concepts learned through studying cultural art.
Ways to decide what will provide evidence that students have achieved learning target / goal

                                                                                                        Selected Evidence of
                                   (Anderson / Krathwohl)
                                                                                                           Understanding

                               Cognitive Process
  Knowledge Dimension                                       Related Assessment Format
                                  Dimesnion




                                                                                                3-2-1, Lesson review questions, fill-in-
Factual                    Recall (remember)           true/false, matching, multiple choice    the blank, matching,

                           Summarizing                 summaries or abstraction of a general    Column Notes, Summary
factual                    (understanding)             theme                                    Paragraphs, Sum It Up


conceptual                 Comparing (understand)      mapping (concept maps)                   Venn Diagram
                                                                                                Sentences about geometry in art,
                                                       Students will use familiar knowledge to Interpretive and Short Answer
conceptual                 Executing (apply)           supply or select an explanation          questions, Essays
                                                       construct or select a description of the
                                                       author/artist's point of view or
conceptual                 attribute (analyze)         intentions.                              Questioning the Artist
                                                       Develop and Describe plans, and          Student-Designed cattle brands,
                                                       design tasks corresponding to certain Alternative Assessment - plan and
metacognitive              Plan and Produce (create)   specifications                           create a drawing, painting, or collage
                                                       constructed or selected response using
                                                       skills that consist of a sequence of     Multiple choice, verbal questioning,
procedural                 Exercising (Apply)          steps leading to an end result           column notes/summary paragraphs