Pre Assessment Chart - DOC

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Pre Assessment Chart - DOC Powered By Docstoc
					Emily Krumm
SE308-01
4/8/2010
Dr. Bratberg

                                        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.
                                        chart



   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
                                        pre-assessment
   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.

Technical Soundness:

        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   ?
                                 k
The nationalistic tensions
stemming from WWI.




The impacts of the
Treaty of Versailles.




The post-WWI conditions
that led to the rise of
totalitarian dictatorships




Post Assessment: Essay for Unit Test
Prompt: Explain how WWI contributed to the start of WWII using at least 3 examples.
Looking for:
     The impact of the Treaty of Versailles

            o    War guilt clause

            o    Reparations

            o    Disarmament

            o    Territory

       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.
                     examples.


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
                                                                errors.


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
                                           provided.            information
                                                                provided.

				
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