Assessment Photo Album Jennifer Jurica Walden University Assessment for Student Learning EDUC - 6731B

1. Assessment
Photo Album
• Walden University
• Jennifer Jurica
• EDUC 6713: Assessment for Student Learning
• Graduate Program


2. This is an overview of
Scientists in History Unit
So you can:
 Preview what we are going to be doing
 Get an idea of the assignments, activities, and
projects
 Know what the expectations are
 Keep track of your progress
 Know how each assignment is graded

3. By the end of the unit,
you will show me that you
understand:
 There were many important scientists in American
history.
 Their contributions have benefited us and continue to
affect the way we live our lives today.
 Research provides a process for us to find out
information that we do not know.
 Research starts with a list of open-ended
questions about a topic you are interested in.

4. Because you will be able to:
 Compare the accomplishments of several scientists
in American history
 Describe one historical scientist and their
accomplishments in detail, including how their
accomplishments affect our lives today
 Select a research topic and write questions about
the topic that will guide their research

5. The standards you
need to know:

Texas Essential Knowledge and Skills, Social Studies, Grade 5: 5.23A- The student
is expected to identify the accomplishments of notable individuals in the fields of
science and technology, including Benjamin Franklin, Eli Whitney, John Deere,
Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright
Brothers, and Neil Armstrong.

Texas Essential Knowledge and Skills, Social Studies, Grade 5: 5.23C- The student
will explain how scientific discoveries and technological innovations in the fields of
communication and transportation have benefited individuals and society in the
United States

Texas Essential Knowledge and Skills, English Language Arts and Reading, Grade
5: 23A- Students are expected to brainstorm, consult with others, decide upon a topic,
and formulate open-ended questions to address the major research topic.

6. What questions should you be
able to answer?
 Who are some of the most important scientists in America’s
history?
 What did they accomplish that makes them important?
 How is their influence still affecting our lives today?
 How would our life be different if they had given up or
failed?
 How can you find out more about them?
 What are some questions you can use to guide your
research?

7. Required Assignments:

Pre-Assessments- So I can figure out what you already know,
and you can select a scientist.

Researching a scientist

Formative Assessment: You will design a flyer to share
information about your scientist with the class, reflect in your
journal, and continue the tracking sheet

Summative Assessment: You will duel with another group to
determine the most influential scientist, and take a paper
and pencil test about the scientists

But wait, there’s more! You will create a list of questions for
further research about your particular scientist.

8. Brain Drain
A Pre-Assessment
 Before we begin our unit,
you and your parents will
need to do a “brain drain”
together. You will need to
set a timer for ten minutes.
In that time, work together
to think of anything and
everything you and your
parents already know
about each scientist listed.
Drain the information
from your brain onto the
paper!
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9. Tracking Sheet
Pre- and Formative Assessment
___________
Name
Social Studies- ___
Scien stsin History
Self- Reflec on, Tracking, and Goal Sheet
Color Date
_1-8-14_____
_1-17-14_____
_1-30-14_____
_____________
Goal for end of unit_
I can tell you
all about their
life, their
accomplishments,
and how they
affect my life
I can list their
accomplishments,
and explain how
they affect my life
I can list several
of their
accomplishments
I have heard
of them, but I
don’ t know
what they did
I have never
heard of this
person before
Benjamin
Franklin
Eli
Whitney
J
ohn
Deere
Thomas
Edison
Alexander
Graham
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George
Washington
Carver
The
Wright
Brothers
Neil
Armstrong

Here, you get to
set your own
learning goals,
and create a bar
graph showing
where you feel
like are at the
beginning of
the unit, the
middle of the
unit, and the
end of the unit.

10. Scientist Flyer
A summary of their life and successes
 You and your group will design a flyer to be given to your classmates
to inform them about your person and their accomplishments
 You will research information about your scientist’s life from books,
articles, and websites
 After gathering your research, we will work together as a class to
describe what the final copy should include
 Then we will design a rubric, or way to grade, the final copy
 Prior to final submission, you will partner with another group and use
the rubric to grade your flyer, and provide you with feedback for
improvements

11. Journal Expectations
Reflections on the Unit
 Throughout the unit, you will be writing about your
progress in your social studies journal.
 You will need to include the things you accomplished each
day, as well as any challenges, set backs, and solutions.
 I will be reading these periodically to make sure that you
and your group are on the right track and making enough
progress to be finished by the due date.
 Your final journal entry will be a reflection on how you feel
you did on the activities in your unit. You will need to
include what you think your strengths are and at least two
things that you feel you could improve on.

12. Duel: A Performance Task
How did your scientist contribute to
society and to our lives today?

You will prepare an argument to convince the class that your scientist made a
greater positive impact on society when they were alive, and continues to make
a bigger difference in our lives today

You will be given two minutes to speak, and then one more minute to respond
to the arguments made by the opposing team. The class will then vote for the
most influential person.

Before the final duel in front of the whole class, each group will get a chance to
practice for this with other groups. Two groups will practice the duel while one
group looks on, and uses the guidelines from the rubric to give feedback. They
will then switch places until each of the groups gets one chance to watch and
evaluate and two chances to practice the duel.

This is a competition! Bonus points and bragging rights will be given to all
duel winners!

13. Rubric for Duel

14. Ask More Questions
 Additionally, you will create a list of open-
ended questions for further research about your
particular person.
 You will use these questions to guide your
research paper in Language Arts class.

15. Paper and Pencil Test
 You will take a final pencil and paper test
 You will have multiple choice questions taken from
information provided to you about the scientists by your
classmates’ flyers.
 You will also need to be able to explain, in written form,
which scientist you believe most positively affected society.
You will need to give examples to support your decision.

16. Contributions to the Group

In both the rubric group project, and the photo album project, I made first
contact with the group members. I got a lot of feedback thanking me for being
the first one to start.

For the rubric project, I sent out the project instructions with my views of what
we were supposed to do. Additionally, I set up the rubric template and filled in
my suggested criteria and categories. Together with my group, we refined our
ideas into the finished product.

For the photo album project, I reviewed three group members projects, noting
some typos and clarifications that may be needed for each project. I also added
several comments about things that I like and thing that I thought they did
especially well. Additionally, I replied to the two group members who reviewed
my project. I thanked them for their help and told them what I did to use their
feedback to make my project better.

17. Suggestions From Feedback
and My Reflections:
I received several helpful suggestions:
 The heading I used to introduce the state standards I worded
“What the state of Texas says you need to know.” I felt that it is
helpful for the students to see that I have to work from a list of
things that I am required to teach them, and that I don’t just sit
and home making things up. However, one of my group members
said that it sounded like I was being forced to teach them the
information, and I completely agreed with her when I re-read it. I
changed the caption to “The standards you need to know.” As I
present this to my class, I will discuss where the standards come
from. That way I can get the point across and not make it look
like the state is forcing me to teach it.

18. Feedback and Reflections,
Continued
 Another comment was to clearly label the Brain Drain as a
Pre-Assessment, and the tracking sheet as a dual pre- and
formative assessment, as I had just used their titles. I feel
this makes it clearer and easier to understand.
 The last suggestion reminded me that I hadn’t included a
way for my students to self-reflect. Of course, I had always
included this in my plan, but had forgotten to include it as
part of their journaling assignments in this presentation. I
am so appreciative that she caught that mistake.