TWS: Assessment Plan
Learning Goals Assessments Format of Assessment Adaptations
Pre -“I know, I think I know, I’m The different options for the
Students will identify Assessment clueless” project allow room for
and summarize the adaptations (as a form of
causes and effects of alternative assignments).
U.S. intervention in Formative -Bell-ringers Example: If a student
World War II (DOK; 1, Assessment -Class discussions struggles with reading and
2). -Homework or writing, they can do a
- Project (formal; graded) more artistic option for the
Post- Unit Test (MC & Short project. If a student needs
Assessment Answer portion) more time to complete an
assignment they can take it
home to work on it.
Self- “What I Learned” Journal Also, with the bell-ringers,
Assessment while looking at the “I know, allow the students to work
I think I know, I’m clueless” together if they choose to.
Learning Goals Assessments Format of Assessment Adaptations
Pre -A short quiz In order to keep the
Students will Assessment students motivated, ensure
interpret the them that the pre-“quiz” is
who/what/where/ not for a grade.
when/why and be Formative -Bell-ringers Also, with the bell-ringers,
able to construct a Assessment -Class discussions allow the students to work
timeline of major -Timeline together if they choose to.
events of U.S. -Homework
involvement in World
War II (DOK; 1, 2, 3).
Post- Unit Test (MC & Short
Assessment Answer portion)
Self- “What I Learned” Journal
Assessment and the same quiz as the
Learning Goals Assessments Format of Assessment Adaptations
Pre -“I know, I think I know, I’m The essay portion of the
Students will be able Assessment clueless” Unit Test can be altered for
to connect World adaptations. The
War I and World War assignment can either be
II (DOK; 4). Formative -Bell-ringers shorter as long as they are
Assessment -Class discussions meeting the same goal or
-Homework they may be given extra
time to complete the
Post- Unit Test (Essay portion) assignment. Also, if they
Assessment need to work with a
Resource teacher or get
individual help from the
Self- “What I Learned” Journal teacher allow time for this
Assessment while looking at the “I know, to happen.
I think I know, I’m clueless” Also, with the bell-ringers,
chart allow the students to work
together if they choose to.
Alignment with Learning Goals and Instruction:
The assessments are clearly aligned with the learning goals and instructions as they were
written with the same DOK’s as the Learning Goals. For each learning goal I will use a pre-assessment
either a short, informal quiz or a “I know, I think I know, I’m clueless” chart. Each assessment will align
with their respective learning goal because the same DOK will be utilized. For LG1, LG2, and LG3 the
pre-assessment and formative assessment will match the DOK levels. The post-assessment will be a unit
test and various questions will address each learning goal and their congruent DOK’s.
Clarity of Criteria and Standards for Performance:
The learning goals were written with specific DOK’s and the assessments are based off those.
For LG1, I will use a “I know, I think I know, I’m clueless” chart with room for explanations about U.S.
intervention in WWII for the pre-assessment. Formatively, I will assess the students with bell-ringers (a
review of the previous day and objective(s), class discussions, homework, and a project. The project will
be a formal assessment requiring students to demonstrate their understanding of the causes of U.S.
intervention in WWII by completing a newspaper cover, poster, or Powerpoint. Each choice for the
project will be of the same caliber of work and will be valid and reliable. For LG2, I will provide a short
multiple choice quiz for the pre-assessment about the major people and events of WWII. The formative
assessment for LG2 will be bell-ringers, class discussions, homework, and a unit-long classroom project
of creating a timeline. In order to complete this timeline, as the class progresses through the end of the
unit, we will collaboratively pick out the significant who/what/where/when/why and put them up
around the room. For LG3, the students will complete an “I know, I think I know, I’m clueless” chart
similar to LG1. The formative assessment will include bell-ringers, class discussions, and homework.
The post assessment for all three learning goals will be a Unit Test complete with multiple choice
questions, short answer questions, and an essay question. The self-assessments will be a “What I
learned Journal” and for LG1 and LG3, the “I know, I think I know, I’m clueless” chart. For LG2, the self-
assessment will also include the same quiz as the pre-assessment instead of the chart.
Multiple Modes and Approaches:
I will use multiple modes of approach with the instruction and assessment of each learning goal.
For LG1 and LG2 the students will have a list of vocabulary and will have to decide prior to instruction
whether they know the information, think they know the information, or are clueless about the
information. After they make their decision, they will be asked to provide an explanation if necessary.
For example, if they “know” it or “think” they know it they will need to briefly explain what it is. The
bell-ringers will simply be a review of the objectives of the previous day to track their progress through
the unit. Class discussions will be used frequently and homework will be used occasionally as well. The
project for LG1 will require the students to research and cite their work. The Unit Test will be a
comprehensive exam with multiple choice questions and short answer questions. The Unit Test will also
include an essay portion, but that will be to assess LG3.
For LG2, a short quiz will be used for pre-assessment and to subsequently allow students to self-
assess. Bell-ringers, discussions, and homework will be used the same way as LG1, and a collaborative
class project of constructing a timeline will require research and peer cooperation. The Unit Test will
also be the same as LG1.
For LG3, students will complete the same chart as LG1 for the pre-assessment. Bell-ringers,
class discussions, and homework will also be used the same way as LG1 and LG2. The part of the Unit
Test that will assess LG3 is the essay portion where students will be required to answer a question
relating to the connection between WWI and WWII.
The assessments provided for LG3 (see attached documents) are valid because it measures the
LG and the appropriate DOK level. LG3 requires students to connect WWI and WWII which is a level 4.
Level 4 is extended thinking, and the essay portion of the Unit Test assesses at that level. In order for
the students to complete this essay at the desired level, they will need to connect the knowledge they
gained from a previous unit on WWI in order to explain how WWI helped lead to (or connects) to WWII.
The pre-assessment for LG3 is the “I know, I think I know, I’m Clueless” chart which at the end of this
document. It asks students questions that they will need to extend to a previous Unit and then asks
them to answer the question if they know it, attempt to answer it if they think they know it, and then to
either explain why they don’t believe they know it or attempt an answer anyway. The space provided to
answer the question is there to force them to think about the information they have received previously
and how it connects to what they are about to learn. The post assessment is a Unit Test, in particular to
LG3 is the essay portion. They are asked to write an essay proving their understanding of how WWI
helped lead to (or connects) to WWII and to justify their answer with at least 3 examples. The
possibilities of information I am looking for are listed, and the scoring guide is provided as well. By the
end of instruction, students should have clearly demonstrated their ability and knowledge through the
formative assessments, and this post assessment is more of a clarification of the desired results.
Adaptations Based on the Individual Needs of Students:
This unit and the assessments allow for different ways to make adaptations for my students. The
different options for the project for LG1 allow room for adaptations (as a form of alternative
assignments). Example: If a student struggles with reading and or writing, they can do a more artistic
option for the project. Also, if it is congruent with a student’s individualized education program (IEP) a
student who needs more time to complete an assignment will be allowed to do so (usually by taking it
home). Also, with the bell-ringers, I will allow the students to work together if they choose to.
In order to keep the students motivated, ensure them that the pre-quiz for LG2 is not for a grade, to
help alleviate stress and test-anxiety. The essay portion of the Unit Test assessing LG3 can be altered for
adaptations. The assignment can either be shorter as long as they are meeting the same goal or they
may be given extra time to complete the assignment. Also, if they need to work with a Resource
teacher or get individual help from the teacher allow time for this to happen. Students with an IEP will
be provided for and each adaptation for their individual needs will be met.
Opportunities for Students to Self-Evaluate, set, monitor, and Adjust Learning Goals:
For each learning goal, there will be a pre-assessment and a self-assessment. The pre-
assessment will be used prior to and following instruction in order to make it even clearer to
the students whether they have met each learning goal. The “I know, I think I know, and I’m
clueless” chart for LG1 and LG3, along with the pre-quiz which will be taken again by the
students post-instruction for LG2 allow the students to monitor what they have learned and
what they can do. Students will be able to set, monitor, and adjust learning goals because the
bell-ringers, homework, and class discussions of the formative assessment will clearly indicate
to me whether or not the students are progressing the way I hoped they would be at that point.
Students will also be given a review day prior to the Unit Test to go over anything they feel
uncomfortable with. The point of the review day is really to ease their anxiety about the test
and to help them better prepare themselves for the test.
Attached below: Pre-assessment and post-assessment (with subsequent scoring guide) for LG3.
LG3: Students will be able to connect WWI and WWII (DOK; 4)
Pre-Assessment: “I know, I think I know, I’m Clueless” Chart
K T ?
n h ?
Do you know…. o i ? Possible answer:
w n ?
The nationalistic tensions
stemming from WWI.
The impacts of the
Treaty of Versailles.
The post-WWI conditions
that led to the rise of
Post Assessment: Essay for Unit Test
Prompt: Explain how WWI contributed to the start of WWII using at least 3 examples.
The impact of the Treaty of Versailles
o War guilt clause
League of Nations failure
Nationalistic tensions in Europe stemming from WWI
The Great Depression
The rise of totalitarian dictatorships
World War II Unit Test: Essay Scoring Guide
Category Proficient (4) Capable (3) Adequate (2) Limited/Poor (1)
Evidence Information Information Information Information has
clearly relates to clearly relates to clearly relates to little or nothing to
the main topic. It the main topic. It the main topic. No do with the main
includes (at least) provides 1-2 details and/or topic.
3 supporting supporting details examples are
details and/or and/or examples. given.
Quality of Information Information Information Information
Information presented is provided is mostly provided is not provided is not
accurate. accurate, with very accurate, accurate.
minimal errors. with multiple
Understanding Student grasps the Student grasps the Student does not Student does not
main point and main point for the seem to fully grasp the main
demonstrates this most part and grasp the main point.
with the demonstrates this point and
information with the demonstrates this
provided. information with the