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Walden University: EDUC 6731Assessment for Student Learning      Dr. Edward Griffin       February 17, 2013
Assessment Photo Album           Ryne K. PhillipsWorld History/Washington State History             Grades 10-11
Washington State: Role in World War IIO Overview of Unit:  O Students will evaluate and analyze Washington State’s    role...
Essential KnowledgeO Students Will Know:        O Students Will Be Able  O The basic                  To:    construction ...
Interdisciplinary Unit: Learning            Goals/StandardsO Washington State Social Studies Standards:  O 4.1.2: Understa...
Interdisciplinary Unit: Learning             Goals/StandardsO Washington State Writing Standards:O EALR 2. The student wri...
Interdisciplinary Unit: Learning             Goals/StandardsO Washington State Communication Standards:O EALR 1: The stude...
Interdisciplinary Unit: Learning                Goals/StandardsO Washington State Reading Standards:O EALR 2: The student ...
Essential QuestionsO What is the relationship between Washington  State and World War II?  O Examples: Hanford Nuclear Sit...
Methods of AssessmentO A variety of assessments will be used  throughout this entire unit to evaluate  student learning an...
Assessment TasksO Assessment varieties are a critical part of this  unit and the following will be implemented:   O Diagno...
Diagnostic/Pre-AssessmentO This particular assessment will be done before the  unit begins. Pre-Assessments never hurt nor...
Family/Community AssessmentO These assessments are important because it allows  the family and community to get involved i...
Formative: Stated PropositionO Stated Proposition:  O “If the United States had not dropped the atomic    bombs on Japan d...
Performance Based Assessment: EssayO World War II & Atomic Bombs: Reflective Essay  O One of the performance tasks of the ...
Performance Based Assessment: Rubric  O World War II: Reflective Essay RubricExpectation   Exceeds                  Meets ...
Performance Based Assessment:                 Reflective Essay Rubric Cont.Creating an     The response is      The respon...
Performance Based Assessment: DebateO World War II: Atomic Bomb Debate  O The other performance based assessment will be  ...
Performance Based Assessment: Debate O World War II: Atomic Bomb Debate RubricCATEGOR       Exceeds                Meets S...
Performance Based Assessment:                        Debate Rubric Cont.Understanding   The student         The student   ...
Summative: Paper and PencilO Summative assessments are similar to pre-  assessment except they do impact the student’s  gr...
Paper and Pencil Assessment: Example               QuestionsO True True/False  O The United States decision to drop the at...
Paper and Pencil Assessment: Example               Questions Cont.O Fill In The Blank   O Many factors played an important...
Assessment Photo Album: Group Project Rubric O The rubric was created through contributions from each group    member. We ...
Assessment Photo Album: Group Project Rubric Cont. O The rubric was created through contributions from each group    membe...
Student Scores and Reflection  Type of Assessment          Score: 0-4   Comments/Reflection:Diagnostic: Pre-AssessmentFami...
Walden University Application Scores  Weekly Application   Score: 0-4   Comments/Reflection:      NumberWeek 1 Application...
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Assessment Photo Album-R. Phillips

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  1. 1. Walden University: EDUC 6731Assessment for Student Learning Dr. Edward Griffin February 17, 2013
  2. 2. Assessment Photo Album Ryne K. PhillipsWorld History/Washington State History Grades 10-11
  3. 3. Washington State: Role in World War IIO Overview of Unit: O Students will evaluate and analyze Washington State’s role in being an essential role in World War II. More specifically, the essential role Washington State played in the creation of the atomic bombs that were dropped on Japan. Students will debate the issue of whether dropping the bombs on Japan to end WWII was morally justified and if it was the best decision or not.O Understandings: O SWBAT: Understand there are two viewpoints to the story when dealing with warfare. O SWBAT: Analyze and explain the effects of atomic technology used in warfare. O SWBAT: Explain the role of the Hanford Nuclear Site in Washington State during WWII.
  4. 4. Essential KnowledgeO Students Will Know: O Students Will Be Able O The basic To: construction process O Analyze and infer of an atomic bomb. historical sources. O Evaluate and critique O The difference arguments on the between primary decision to drop the and secondary bombs on Japan. sources. O Debate their position O The devastation and on the conclusion of capabilities of atomic WWII. energy. O Predict the possibility that the bombs actually saved lives in the long run.
  5. 5. Interdisciplinary Unit: Learning Goals/StandardsO Washington State Social Studies Standards: O 4.1.2: Understands how themes and developments have defined eras in Washington State and World History by: World War II (1939— 1945). O 4.3.1: Analyzes and interprets historical materials from a variety of perspectives in Washington State or World History. O 5.1: Uses critical reasoning skills to analyze and evaluate positions O 5.2: Uses inquiry-based research.
  6. 6. Interdisciplinary Unit: Learning Goals/StandardsO Washington State Writing Standards:O EALR 2. The student writes in a variety of forms for different audiences and purposes. O 2.1.1: Applies understanding of multiple and varied audiences to write effectively. O Identifies an intended audience. O Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience). O Respects the cultural backgrounds of potential audiences (e.g., topic, word choice, perspective). O Describes how a particular audience may interpret a text (e.g., eliminating biased language that might be offensive to the audience). Anticipates and addresses readers’ questions or arguments.
  7. 7. Interdisciplinary Unit: Learning Goals/StandardsO Washington State Communication Standards:O EALR 1: The student uses listening and observation skills and strategies to gain understanding. O Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources. O 1.2.1 Evaluates effectiveness of and creates a personal response to visual and auditory information. O Compares literal and implicit meaning to respond to a statement. O Constructs personal meaning from visual and auditory information (e.g., Social Studies: the connection between the rhetoric of the leaders of independence movements in Africa with images of people living and working in these emerging nations). O Critiques effectiveness of rhetorical information (e.g., peer presentations, political speeches and arguments).
  8. 8. Interdisciplinary Unit: Learning Goals/StandardsO Washington State Reading Standards:O EALR 2: The student understands the meaning of what is read. O 2.4.3 Analyze and evaluate text for validity and accuracy. O Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue). O Judge the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, author’s credibility to defend the evaluation.O EALR 3: The student reads different materials for a variety of purposes. O 3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions. O Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals).
  9. 9. Essential QuestionsO What is the relationship between Washington State and World War II? O Examples: Hanford Nuclear Site, Internment Camps, BoeingO Why did the United States enter World War II? O Events: Pearl HarborO How did this event shape our decision to drop the bombs?O Was dropping the atomic bombs on Japan morally justified and did it actually save lives for both sides in the long run?
  10. 10. Methods of AssessmentO A variety of assessments will be used throughout this entire unit to evaluate student learning and understanding.O Assessments will serve multiple purposes: O Student’s understanding of essential knowledge. O Student’s progress of enduring knowledge. O Immediate student and teacher feedback.
  11. 11. Assessment TasksO Assessment varieties are a critical part of this unit and the following will be implemented: O Diagnostic/Pre-Assessments O Family/Community Assessments O Formative: Self-Assessments O Formative: Stated Propositions O Performance Based Assessment: Debate and Essay O Summative: Paper and Pencil
  12. 12. Diagnostic/Pre-AssessmentO This particular assessment will be done before the unit begins. Pre-Assessments never hurt nor help your grade. These assessments allow the teacher to see what prior knowledge students have about WWII. It will consist of a variety of test questions of general information about WWII.O Example Test Questions: O Who was the U.S. fighting during WWII? O What event caused the U.S. to enter the war? O How did the war eventually come to an end? O What was Washington State’s role in WWII? O When and where were the atomic bombs dropped on Japan?
  13. 13. Family/Community AssessmentO These assessments are important because it allows the family and community to get involved in the unit and participate in any possible.O This assessment will require students to take a questionnaire hope to be completed by their parents/guardians.O I will ask the parents/guardians to voice their thoughts, concerns, opinions, advice, knowledge, special interests, and questions they have about this controversial topic as well as WWII.O Particularly this questionnaire will trying to locate any “expert” family or community members that may contribute and add special insight to this unit.
  14. 14. Formative: Stated PropositionO Stated Proposition: O “If the United States had not dropped the atomic bombs on Japan during World War II, the war would have been prolonged, resulting in a greater number of casualties on both sides of the war.” O Throughout the entire unit the students will be able to answer a variety of questions related to and based on this stated proposition. There will also be other stated propositions throughout the unit.
  15. 15. Performance Based Assessment: EssayO World War II & Atomic Bombs: Reflective Essay O One of the performance tasks of the unit will a reflective essay. The essay will be asking the students to provide examples of knowledge, both factual and argumentative, presented to them and if there originally stated opinion of dropping the bombs on Japan changed at all throughout the unit. The students will be asked to evaluate their efforts and contributions to the debate as well as in-class discussions.
  16. 16. Performance Based Assessment: Rubric O World War II: Reflective Essay RubricExpectation Exceeds Meets Standard: Nearly Meets Standard: Below Standard:s Standard: 4 3 2 1Engages Effectively identifies Clearly identifies Identifies a condition, a Identifies athe reader a condition, a a condition, a situation, or an issue but condition, aby situation, or an situation, or an does situation, or anestablishin issue that issue that not adequately address issue butg a context addresses the addresses the the does not addressand prompt. Insightful prompt. Analysis prompt. Attempts to theanalyzing a analysis conveys conveys convey analysis. prompt. Lackssituation significance of the significance of analysis. condition, situation, the condition, or issue. situation, or issue.Uses a Skillfully selects Accurately Attempts to use a range Writing strategiesrange or and uses a range selects and uses of are usedwriting of writing strategies a writing strategies such as ineffectively.strategies such as comparing range of writing comparing and and contrasting, strategies such contrasting, using concrete as comparing using concrete details, details, description, and contrasting, description, creating a creating a scenario. using concrete scenario. details, description, creating a scenario.
  17. 17. Performance Based Assessment: Reflective Essay Rubric Cont.Creating an The response is The response is The response Writing strategiesorganizing skillfully clearly includes an are usedstructure organized from organized from opening, body, ineffectively. beginning to end; beginning to and closure; this organization end; this however, one or can be, but is not organization can more of these necessarily, be, but is not elements is not sequential. This necessarily, fully developed. includes an sequential. This opening, body, includes an and closure that opening, body, are complex. and closure.Demonstrates Demonstrates Demonstrates Demonstrates Demonstratesunderstanding consistent control control of usage, some control of little control ofof English of grammar, grammar, usage, grammar, usage, grammar,language usage, punctuation, punctuation, punctuation,conventions punctuation, sentence sentence sentence sentence construction, and construction, and construction, and construction, and spelling. spelling. Frequent spelling. spelling. Occasional errors errors interfere Numerous errors do not with meaning. interfere with usually interfere meaning. with meaning.
  18. 18. Performance Based Assessment: DebateO World War II: Atomic Bomb Debate O The other performance based assessment will be in the form of an in-class debate. Each student will discuss their findings on the stated proposition and present their evidence. Students will be using primary and secondary sources as well as their own opinions to argue for or against the stated proposition. They will need to back up their arguments with historically accurate information and also refute any argument against their standpoint.
  19. 19. Performance Based Assessment: Debate O World War II: Atomic Bomb Debate RubricCATEGOR Exceeds Meets Standard: Nearly Meets Below Standard: 1Y Standard: 4 3 Standard: 2Informatio All information Most information Most information Information hadn presented in the presented in the presented in the debate several inaccuracies debate was clear, debate was clear, was clear and accurate, OR was usually not accurate and accurate and but was not usually clear. thorough. thorough. thorough.Use of Every major point Every major point Every major point was Every point was notFacts was well supported was adequately supported with facts, supported.and/or with several supported with statistics and/orStatistics relevant facts, relevant facts, examples, but the statistics and/or statistics and/or relevance of some was examples. examples. questionable.Presenta- Student Student usually Student sometimes Student had ation Style consistently used used gestures, used gestures, eye presentation style gestures, eye eye contact, tone contact, tone of voice that did not keep the contact, tone of of voice and a and a level of attention of the voice and a level of level of enthusiasm in a way audience. enthusiasm in a enthusiasm in a that kept the attention of way that kept the way that kept the the audience. attention of the attention of the audience. audience.
  20. 20. Performance Based Assessment: Debate Rubric Cont.Understanding The student The student The student The student didof Topic clearly clearly seemed to not show an understood the understood the understand the adequate topic in-depth topic in-depth main points of understanding and presented and presented the topic and of the topic. their information their information presented those forcefully and with ease. with ease. convincingly.Rebuttal All counter- Most counter- Most counter- Counter- arguments were arguments were arguments were arguments were accurate, accurate, accurate and not accurate relevant and relevant, and relevant, but and/or relevant. strong. strong. several were weak.
  21. 21. Summative: Paper and PencilO Summative assessments are similar to pre- assessment except they do impact the student’s grade.O These assessments will use the stated propositions to create a variety of questions consisting of true/false, multiple choice, fill in the blank, matching, and short essay.O Example Short Essay Question: O Explain and describe three specific reasons why or why not, using historical evidence, the decision by the United States to drop the atomic bombs on Japan was morally justified and may have actually saved lives in the long run for both sides of the war.
  22. 22. Paper and Pencil Assessment: Example QuestionsO True True/False O The United States decision to drop the atomic bombs on Hiroshima and Nagasaki, Japan during World War II significantly shortened the war and ultimately decreased the number of casualties for both sides of the war. True or False.O False True/False O The United States decisions to drop the atomic bombs on Hiroshima and Nagasaki, Japan during World War II lengthened the war that ultimately resulted in more casualties for both sides of the war. True or False.
  23. 23. Paper and Pencil Assessment: Example Questions Cont.O Fill In The Blank O Many factors played an important role that caused the end of World War II. However, the most important factor that played a significant role in ending the war was ___________________________________________________ because it forced the Japanese to ultimately surrender. As a result of this event and the Japanese surrender, many casualties were spared on both sides of the war.O Multiple Choice O What would have been the ultimate result if the United States decided not to drop the atomic bombs on Hiroshima and Nagasaki, Japan and decided to instead continue a planned amphibious attack and invasion? A. World War II would have been shortened, resulting in many casualties being saved. B. The Japanese would have surrendered quickly, resulting in many casualties saved. C. World War II would have been lengthened, resulting in many more casualties. D. The United States would have been victorious, resulting in minimal casualties lost.
  24. 24. Assessment Photo Album: Group Project Rubric O The rubric was created through contributions from each group member. We made revisions and suggestions to make the final product.CATEGORY Exceeds Expectations: Meets Needs Intervention Required: 4 Expectations: 3 Improvement: 2 1Content Covers topic in-depth Includes essential Includes essential Content is minimal and with details and knowledge about the information about the displays only a limited examples. Inferences topic. No major topic but uses limited understanding. and applications go omissions regarding details and Assessments match 2 beyond what was the information processes. or less learning goal explicitly taught. taught. Includes: Assessments match categories. Missing 2 or Includes: -1 diagnostic 2 or 3 learning goal more assessment -2 or more diagnostic assessment with categories. Missing a types. assessments with family family information diagnostic, formative, information -A formative or summative -2 or more formative assessment with assessment assessments with student reflection opportunity for student -Paper Pencil reflection Summative -Variety of summative -Performance task assessments with with Rubric rubrics. Assessments match all learning goal categories.Organizati Content is well organized Content is logically The overall Limited or no clear oron with a clear connection organized and organization of topics logical organizational among assessments. sequenced. is lacking at times. structure.
  25. 25. Assessment Photo Album: Group Project Rubric Cont. O The rubric was created through contributions from each group member. We made revisions and suggestions to make the final product.CATEGORY Exceeds Meets Needs Intervention Required: Expectations: 4 Expectations: 3 Improvement: 2 1Presentatio All learning goals and All learning goals Learning goals are Learning goals aren standards are clearly are identified. unclear at times. unclear or missing. identified. Masterful Adequately Limited inclusion of Does not include 21st inclusion of 21st includes 21st 21st century century learning. century learning. century learning. learning. Does not include APA Accurately and Reflects APA Somewhat includes standards. consistently standards and APA standards. incorporate APA quality. standards.Technology Uses a wide and Effectively uses Technology adds Technology does not varied range of technology to little engagement or engage students and technology to inform inform students of the communication does not and create the units various of assessments is communicate enthusiasm for the assessments. somewhat unclear. assessments. Uses unit. Graphics and Graphics and text Occasionally uses superfluous or no text size explain and relate to and graphics that graphics to support reinforce screen text support text and support text and text and presentation and presentation presentation presentation (NCSU, 2012). (NCSU, 2012). (NCSU, 2012). (NCSU, 2012).
  26. 26. Student Scores and Reflection Type of Assessment Score: 0-4 Comments/Reflection:Diagnostic: Pre-AssessmentFamily/CommunityAssessmentFormative: Self-AssessmentFormative: StatedPropositionsPerformance BasedAssessment: DebatePerformance BasedAssessment: EssaySummative: Paper andPencil
  27. 27. Walden University Application Scores Weekly Application Score: 0-4 Comments/Reflection: NumberWeek 1 Application 3.5 Did not meet all requirementsWeek 2 Application 2.5 Did not meet all requirementsWeek 3 Application 3.75 Did not meet all requirementsWeek 4 Application 4.0 Met all requirementsWeek 5 Application 3.5 Did not meet all requirementsTotal Score 17.25/20
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