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GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
GIPS 2007 DBQs
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GIPS 2007 DBQs

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  • Transcript

    • 1. Document-Based Questions Glenn Wiebe [email_address]
    • 2. <ul><li>Since 1917, what has happened to scores on structured response history exams? </li></ul><ul><li>a. Scores have gone down </li></ul><ul><li>b. Scores have gone up </li></ul><ul><li>c. Scores have remained the same </li></ul><ul><li>d. Scores have constantly fluctuated </li></ul>
    • 3. “ The biggest problem facing history students today involves the retention of de-contextualized historical facts.” Richard J. Paxton
    • 4. <ul><li>“ The inability to distinguish between a myth and a grounded assertion about the past destroys the foundation for participatory democracy, because students will be susceptible to any outrageous story they may be told.” </li></ul><ul><li>Barton &amp; Levstik </li></ul>
    • 5. <ul><li>Agree or disagree? </li></ul><ul><li>Solution? </li></ul>
    • 6. <ul><li>The primary purposes of assessment are? </li></ul>
    • 7. Gathering dependable information about student achievement Using the process and results to promote maximum achievement
    • 8. “ T he aim of assessment is primarily to educate and improve student performance, not merely audit it. ” Grant Wiggins
    • 9. Assessment research <ul><li>Study of students’ test scores </li></ul><ul><ul><li>Grade on historical essay best predictor of college success </li></ul></ul>
    • 10. <ul><li>DBQs </li></ul>
    • 11. Why? <ul><li>Allows for accurate measurement of content &amp; process strands </li></ul><ul><li>Quality of writing affected by purpose </li></ul><ul><li>Allows for diverse learning styles </li></ul><ul><li>Links classroom world &amp; real world </li></ul><ul><li>Helps distinguish between ability &amp; effort </li></ul>
    • 12. How? <ul><li>Gather / what? </li></ul><ul><ul><li>Describe / recall </li></ul></ul><ul><li>Process / so what? </li></ul><ul><ul><li>Compare / interpret </li></ul></ul><ul><li>Apply / now what? </li></ul><ul><ul><li>Predict / solve problems </li></ul></ul>
    • 13. Looks like? <ul><li>A series of short answers or an essay based on prior knowledge and a select set of documents </li></ul><ul><li>Designed t o enable students to work like historians </li></ul><ul><li>For all levels </li></ul>
    • 14. <ul><li>Formative or summative </li></ul><ul><li>Scored with a rubric </li></ul><ul><li>Contains two parts </li></ul><ul><ul><li>Document section with scaffolding questions </li></ul></ul><ul><ul><li>Assessment section </li></ul></ul>
    • 15. Types of documents?
    • 16. <ul><li>graphs </li></ul><ul><li>charts </li></ul><ul><li>maps </li></ul><ul><li>cartoons </li></ul><ul><li>photographs </li></ul><ul><li>artwork </li></ul><ul><li>eyewitness accounts </li></ul><ul><li>historical passages </li></ul>
    • 17. &nbsp;
    • 18. Myths?
    • 19. Myths? <ul><li>Primary sources are reliable </li></ul><ul><li>Primary sources are naturally fun and engaging for students </li></ul><ul><li>Evidence can be neatly packaged as primary or secondary </li></ul><ul><li>The more primary sources the better </li></ul>
    • 20. What else? <ul><li>Number? </li></ul><ul><ul><li>3-4 for 5th &amp; 6th grades </li></ul></ul><ul><ul><li>4-5 for 7th &amp; 8th grades </li></ul></ul><ul><ul><li>5-6 for HS </li></ul></ul><ul><li>Half of your documents should be visual or graphic in nature </li></ul>
    • 21. Developing questions? <ul><li>Focus on large ideas / issues </li></ul><ul><ul><li>Connect to your strands </li></ul></ul>
    • 22. <ul><li>Focus on the processes </li></ul><ul><ul><li>illustrate similarities and differences </li></ul></ul><ul><ul><li>examine different perspectives </li></ul></ul><ul><ul><li>describe change over time </li></ul></ul><ul><ul><li>discuss issues categorically: socially, economically, politically </li></ul></ul><ul><ul><li>explain causes and effects </li></ul></ul><ul><ul><li>illustrate point of view </li></ul></ul>
    • 23. <ul><li>Include scaffolding questions </li></ul><ul><ul><li>Guides student thinking </li></ul></ul><ul><ul><li>Provides information that helps students answer main question </li></ul></ul><ul><ul><li>At least one per document </li></ul></ul><ul><ul><li>Can be scored </li></ul></ul>
    • 24. Question samples? <ul><li>Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? </li></ul><ul><li>Was Christopher Columbus good or bad? </li></ul>
    • 25. <ul><li>The 1760s and 1770s were years of dissatisfaction and rebellion for colonial America. Using the following documents write a factual essay that describes the events that lead up to the Revolutionary War. Include information about the acts passed by British Parliament, political cartoons, newspaper articles, engravings, protests, and clashes between the colonists and the British. </li></ul>
    • 26. <ul><li>Assess whether or not imperialism helped or harmed colonial societies. </li></ul>
    • 27. <ul><li>Problems with DBQs? </li></ul>
    • 28. <ul><li>Task specific </li></ul><ul><li>Familiar to students / used in instruction </li></ul><ul><li>Bundled with exemplars </li></ul>Scoring?
    • 29. <ul><li>Turn to elbow partner to “parrot” </li></ul>
    • 30. &nbsp;
    • 31. &nbsp;

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