M8: Assessment

Focus: The Goals that Guide the Unit:

Focus: The Goals that Guide the Unit Why do we need Unit goals? We can also think of them as “Enduring Understandings” . Remember the the Understanding by Design model in our last module? Big Idea (Topic or Key Thematic Concept) Enduring Understandings (Big Ideas/Unit Goals) They act as a unifying force for our lessons and assessment plan To figure out the Unit goal (s) ask yourself: What is/are the big idea (s) I want my students to know after I am done teaching this unit and these lessons?

Focus: The Goals that Guide the Unit:

Focus: The Goals that Guide the Unit Use the Standard Course of Study to guide you…then design the assessment plan and then the lessons…… COMPETENCY GOAL 2: The learner will identify and exhibit qualities of responsible citizenship in the classroom, school, and other social environments. Objectives 2.01 Exhibit citizenship traits such as integrity, responsibility, and trustworthiness in the classroom, school, and other social environments. 2.02 Participate in democratic decision making. 2.03 Describe the importance of rules and laws. 2.04 Analyze classroom problems and suggest fair solutions.

Focus: The Goals that Guide the Unit:

Focus: The Goals that Guide the Unit Use your interests to guide you……then find supporting standards…then design the assessment plan and lessons…… Monarch Butterflies are cool… I want to teach about them… Students will be able to describe the lifecycle and habitat of the Monarch butterfly. Students will also be able to explain the importance of the Monarch to U.S & Mexico.

Structure of the Unit Assessment Plan:

Structure of the Unit Assessment Plan Pre [ Beginning ] and Post Assessment [ End ] Criteria must be the same and are guided by goals and objectives Instrument most likely is the same Artifacts may differ Pictures, writings, informal interviews, graphic organizers Formative Assessment: Ongoing [ Middle ] Criteria connect to individual lesson objectives May be informal, group-based, observational with checklist Muddiest point, group or pairs concept map, Venn diagrams Sample artifacts: drawings, stories, graphic organizers , worksheets

An Example from Kindergarten: Winter:

An Example from Kindergarten: Winter Pre-assessment KWHL chart in pictures Anecdotal records from informal interviews Formative Sample lesson on salt v. sand with science worksheet Sample lesson on winter animals with graphic organizer Post-assessment Shape book illustrating mastery of goals and objectives Return to KWHL and fill in L

An Example from Second Grade: Life Cycles:

An Example from Second Grade: Life Cycles Life Cycle Unit: Frogs & Butterflies Goal: Students will be able to identify the life cycle stages of frogs & butterflies. Students will also be able to identify three additional facts about the frog and butterfly. Checklist: Identify & sequence the life cycle stages of a frog? (egg (frog spawn), tadpole, froglet, frog) Identify & sequence the life cycle stages of a butterfly? (egg (larva), caterpillar, pupa (chrysalis), butterfly What facts are known? Can convert to rubric (Beginning, Developing, Mastery)

An Example from Second Grade: Life Cycles:

An Example from Second Grade: Life Cycles Pre-assessment KWL, Concept Map, Drawings/Diagrams Formative Observation journals, sequencing worksheets, art projects Post-assessment KWL, Concept Map, Drawings/Diagrams, Journal Entry

An Example from Third Grade: Rainforest:

An Example from Third Grade: Rainforest Pre-assessment Journal: What do you know/feel/wonder about the rainforest? Formative Sample lesson of what is grown in the rainforest with illustrations/bulletin board display Sample lesson on preserving the rainforest with letter to my state’s congress person Post-assessment Entry in classroom pop-up book Digital story ( http://www.youtube.com/watch?v=V8FmJO7aI5I&feature=related )