ushistoryandrews.weebly.comushistoryandrews.weebly.com/uploads/9/6/8/8/9688329/... · Web viewBrian Andrews. EDI 637. Dr. Jacquelyn Melin. Extended Written Response. Unit: The Civil

Brian AndrewsUnit: The Civil WarGrade Level: 8th Grade Course: U.S. History

Statement of Clear Purpose: The three weeks we have spent covering the events and outcomes of the Civil War have led us to respond to some driving question about war and the effects of war on society. This summative assessment will evaluate students on their ability to construct generalizations about how the war affected combatants, civilians, the physical environment, and how technology used in the Civil War influenced the future of warfare. In groups, students will be challenged to create an argument to answer one of the following driving questions: Why do we fight? How does culture change during/ due to war? And how does technology affect war? The students will work in teams to design a museum display based on a topic of interest to that relates to the learning targets regarding the Civil War for this unit. They will use cardboard printed materials and other low cost materials to construct an exhibit, create a publicizing handout, develop an interact event, and prepare a presentation of their research regarding their chosen topic. Students will use the checklistbric that is assigned to their role in their research group. Students will be assessed using the summative assessment rubric based on their ability to demonstrate their understanding of the big ideas, learning targets, and the driving question for their group performance task. The students have the opportunity to earn a total of 40 points toward their individual score.

Content Standards:

8 – U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (National Geography Standard 14, p. 171)

Learning Target Type of Learning Target

I can assess how the Civil War influenced technological developments that impacted the outcome of the war.

Reason

I can explain how the Civil War affected citizens and soldiers.

Reason

I can explain how the Civil War influenced how we viewed/fought wars in the future.

Reason

I can describe how the physical environment changed due to the Civil War.

Reason

Objective: Over the past three weeks we have studied the events of the Civil War. At this point, we have acquired knowledge of the reason the war took place, events that occurred, and the outcome of the war. We are now in a position to use this information to answer a Driving Question; a broad, open ended question that may be answered in several different ways. In order to answer the driving question, you will need to research a specific topic, gather evidence from reliable sources, and formulate an educated response that answers the question from the research that you gathered. The information that we have attained to make an argument that answers one of the three Driving Questions.

1. Why do we fight?

2. How does culture change during/ due to war?

3. How does technology affect war?

Directions: We have been discussing the circumstances that led to the Civil War for the past three weeks. You are now prepared to learn more about a specific topic of your choosing regarding the Civil War. In the first step of this performance task you will select a Driving Question that interests you. A Driving Question is a broad, open ended question that may be answered in several different ways. In order to answer the driving question, you will need to research a specific topic, gather evidence from reliable sources, and formulate an educated response that answers the question from the research that you gathered. In the first task of this project, you will find a topic that relates to the learning targets for this unit and create an advertisement for the topic. As a class, we will choose the top 5 topics to conduct research and create a display that will be shown to the community during our learning fair, “Night at the Museum”.

Steps to complete the first performance task

1. Choose a specific topic from the corresponding list below the Driving Question.2. Use the website http://www.history.com/interactives/civil-war-150#/home to discover more

about the topic that you are interested in studying.3. Using pictures, sketches, and information that you gathered from the website, create an

advertisement that would attract your classmate’s attention and get them to vote for your topic.

4. We will use dot voting to tally the votes for this first task.

Driving Question: Why Do We Fight? Throughout History people have fought for different reasons. In the Civil War the United States fought each other. If you choose to answer this driving question, you will focus on a specific battle of the Civil War and determine how it affected the town, people, and soldiers that fought the battle. You will become an expert on the reasons why the battle was fought, the results of the battle, and the impact that it had on the war.

Topics to choose from. Use the link- http://www.history.com/interactives/civil-war-150#/wiki to locate this topic and to use the information to create your advertisement.

Antietam

Chickamauga

Fort Sumter

Gettysburg

Petersburg

Stones River

Atlanta

Cold Harbor

Fort Wagner

Hampton Roads

Second Bull Run

Vicksburg

Brandy Station

Corinth

Fredericksburg

Mobile Bay

Shiloh

Wilderness

Chancellorsville

First Bull Run

Ft. Henry & Ft. Donelson

Peninsula Campaign

Spotsylvania Court House

Wilsons Creek

Learning Targets:

● I can explain how the Civil War affected citizens and soldiers.

● I can describe how the physical environment changed due to the Civil War.

8 Big Questions

1. Who was involved in the conflict?2. What happened during the conflict?3. When did the conflict occur? (Use relative terms such as before, during, after other

monumental events as well as exact dates)4. Where did the conflict occur? (Include names of the states, towns, and geographic

features involved.5. Why did this conflict occur? (Explain the reasons that the military leaders chose to

fight at this particular location and time. Why was it important at that moment in the war?)

6. How did the Civil War Affect citizens and soldiers?7. How did the physical environment change due to the Civil War?8. Provide a generalization that answers the driving question “Why do we fight?”

Driving Question: How does culture change due to war? During conflict laws, customs, and beliefs change as a result. The Civil War brought a cultural change to the United States. If you choose to answer this question your group will focus on one of the topics that influenced a cultural change in the United States. You will be asked to show how this cultural change affected civilians and soldiers as well as how the cultural change affected the future of society in the United States.

Topics to choose from Use the link- http://www.history.com/interactives/civil-war-150#/wiki to locate this topic and to use the information to create your advertisement.

Black Codes & Jim Crow

Crittenden Compromise

Food

House Divided Speech

Lincolns 2nd inaugural Address

News and Political Cartoons

Thanksgiving Proclamation

Compromise of 1850

Dred Scott Decision

Fugitive Slave Act

“In God We Trust”

Memorial Day

Reconstruction Amendments

Uncle Tom’s Cabin

Confederate and Union Money

Emancipation Proclamation

Kansas- Nebraska Act

Missouri Compromise

Slang

Confederate Constitution

First Income Tax

Gettysburg Address

Ku Klux Klan

Music

Suspension of Habeas Corpus

Learning Targets:

● I can explain how the Civil War affected citizens and soldiers.

● I can show how fighting influences changes in the way we view war in the future.8 Big Questions

1. Who was involved in the cultural event?

2. What happened during the cultural event?3. When did the cultural event occur? (Use relative terms such as before, during,

after other monumental events as well as exact dates)4. Where did the cultural event t occur? (Include names of the states, towns, and

geographic features involved.5. Why did this cultural event occur? (Explain the reasons that the military leaders

chose to fight at this particular location and time. Why was it important at that moment in the war?)

6. Using this topic, how did the Civil War Affect citizens and soldiers?7. Using this topic, how did the Civil War influence the way we view war in the

future?8. Provide a generalization that answers the driving question “How does culture

change due to/ during war?”

Driving Question: How Does Technology Impact war? History provides many examples of how war causes improvements in technology. During the Civil War much technological advancement were made. If you choose to answer this driving question you will select a topic from the list below and research how that particular technology impacted the Civil War and how the specific technology changed the future of warfare.

Topics to choose from Use the link- http://www.history.com/interactives/civil-war-150#/wiki to locate this topic and to use the information to create your advertisement.

Anaconda Plan

Mapmaking

Minie Ball

Pontoon Bridges

Signal Corps

Telegraph

West Point

Artillery

Medal of Honor

Monitor & Merrimac

Railroad

Spies

Tredegar Iron Works

Blockades

Medicine

Naval Mines/ Torpedoes

Repeating Rifles

Springfield Armory

U.S. Sanitary Commission

Cotton Gin

Military Balloons

Photography

Secret Service

Submarines

Uniforms

Learning Targets:

● I can assess how the Civil War influenced technological developments that impacted the outcome of the war.

● I can explain how the Civil War influenced how we viewed/fought wars in the future.

8 Big Questions

1. Who created/ used the technology?2. What caused the creation of the new technology?

3. When was the new technology created? (Use relative terms such as before, during, after other monumental events as well as exact dates)

4. Where was the new technology used? (Include names of the states, towns, and geographic features involved.

5. Why did this technology created? (Explain the reasons that the military leaders chose to fight at this particular location and time. Why was it important at that moment in the war?)

6. Using this topic, how did the technological developments impact the outcome of the Civil War?

7. Using this topic, how did the Civil War influence the way we view war in the future?

8. Provide a generalization that answers the driving question “How does technology impact war?”

Date Performance Task Overview

4-14 ● The teacher will introduce the class project: Night at the Museum by showing last year’s event

● In the first step of this performance task you will select a Driving Question that interests you. A Driving Question is a broad, open ended question that may be answered in several different ways. In order to answer the driving question, you will need to research a specific topic, gather evidence from reliable sources, and formulate an educated response that answers the question from the research that you gathered. In the first task of this project, you will find a topic that relates to the learning targets for this unit and create an advertisement for the topic. As a class, we will choose the top 5 topics to conduct research and create a display that will be shown to the community during our learning fair, “Night at the Museum”.

● Steps to complete the first performance task

● Choose a specific topic from the corresponding list below the Driving Question.

● Use the website http://www.history.com/interactives/civil-war-150#/home to discover more about the topic that you are interested in studying.

● Using pictures, sketches, and information that you gathered from the website, create an advertisement that would attract your classmate’s attention and get them to vote for your topic.

● We will use dot voting to tally the votes for this first task.

4-15 ● As a class we will use dot voting to select the top 5 topics of interest for research.

Dot Voting

Objective: To determine research topics that will be studied by the classHow to Play The students will cast their votes by placing a dot next to the items they feel the most strongly about. They may use stickers do this. Each student will receive five votes to cast.Students will cast their votes all at once and they may vote more than once for a single item if they feel strongly about it. Once all the votes are cast, tally them, and if necessary make a list of the items by their new rank.

● Once the 5 topics have been chosen students will choose to join a research group for the topic they are most interested in researching.

4-16 ● As a class, the teacher will present the student requirements for the project by discussing the rubrics.

● As a group, you will complete a KWL on the topic you have chosen.

4-17 ● As a group, you will choose Group leaders.

● Determine a role for each group member

Group Roles: As a member of the research group, each student will choose one of the following roles. Read the corresponding rubrics to understand the expectations for each role.

Presenter: Your job is to create a presentation that engages the crowd and provides information on the main points of your subject. You will need to be energetic, speak clearly, and stay on topic

Display Creator: Your task is to create an eye catching display by using both pictures

and words to convey your group’s topic. You will need to think creatively while including elements that accentuate the presenter

Interactive event Specialist: Your task is to create an interactive event such as a game/ demonstration/ hands on activity. You will need to create an experience that is educational and interesting.

Media Publicist: Your task will be to create a marketing source such as a trifold, post card, or something else??? To leave with the audience so that they are reminded of the learning experience your group has created. All students will assist each other in ensuring the success and completion of all tasks.

● As a class, you will use the computer lab to continue to research your topic.

4-18 Teamwork Time:

● As a group, you will work in the computer lab to research the group topic,

● find answers to post to the group blog located at http://ushistoryandrews.weebly.com/civil-war-project-blogs.html

● Use the performance task chart to record answers to the 8 Big Questions

● Use the chart to cite resource information.

Daily Team Assessment

● The teacher will meet with Team Leaders to discuss team progress

o Each student will have signed up for a role in the group.o The group will have gathered information to research the topic and

answer the Driving Question.o The teacher will discuss creating mock ups of their products as the next

step in the plan.

4-21 Teamwork Time:

● As a group, you will use the computer lab to research the group topic, find answers to post to the group blog, and design Materials.


● Teams will meet to record accomplished tasks

● Teams will set goals and expectations for tasks to be completed for the next class period.

4-22 Teamwork Time:

● Group members will collaborate to create a mockup of their exhibit.




4-23 Checkpoint:

● You will share ideas and information with your Role Friends. (All presenters will meet, media specialists will meet, display creators will meet, and interactive event creators will meet to share product/ presentation ideas.

Teamwork Time:

● As a group, you will discuss the information provided by your Role Friends.




4-24 Teamwork Time: As a group you will revise and edit your products for presentation.




4-25 Checkpoint:

● You will share your information with your Critical Friends

Teamwork Time:

● As a group, you will discuss the information provided by your Critical Friends.




4-28 Teamwork Time:

● As a group you will revise and edit your products for presentation.




4-29 Teamwork Time:





4-30 Class Presentation:

● You will present your research to the class.

5-1 Teamwork Time:





5-2 Community Presentation:

● You will present your research to the community as a learning fair

PROJECT GROUP CONTRACTProject Name:

Members of Group:

1. _____________________________2. _____________________________3. _____________________________4. _____________________________

Our Agreement

Directions: Now that you have chosen a group you will sign the contract and commit to fulfilling one of the roles for the team. Each role must be mutually agreed upon by all members of the group. You may need to use some problem solving skills to help determine a role for each group member.

■ We all promise to listen to each other’s ideas with respect.

■ We all promise to do our assigned work to the best of our ability.

■ We all promise to turn in our work on or before due dates.

■ We all promise to ask for help if we need it.

■ We all promise to share responsibility for our success and for our mistakes.

■ We all promise to turn in work that is our own.

If someone in our group breaks one or more of our rules, the group has the right to call a meeting and ask the person to follow the rules. If the person still breaks one or more of our rules, we have the right to vote to fire that person.

Date:

Group member signatures:

Group Topic____________________________________________________________

Driving Question ________________________________________________________

Directions: Step 1 Determine a role for each group member:

For groups with 4 members or less. Choose a role.Presenter-Your job is to create a presentation that engages the crowd and provides information on the main points of your subject. You will need to be energetic, speak clearly, and stay on topic

Group Member

Exhibit Creator- Your task is to create an eye-catching display by using both pictures and words to convey your group’s topic. You will need to think creatively while including elements that accentuate the presenter.

Group Member

Interactive Engineer- Your task is to create an interactive event such as a game/ demonstration/ hands on activity. You will need to create an experience that is educational and interesting.

Media Specialist- Your job is to create a brochure that creates a link between the presentation and the exhibit. Create a product such as a brochure or flyer (or something else?) that can be handed out to the listeners.

Group MemberGroup Member

Accommodations: IEP and 504 plan students will be given these options

● Allowed extended time to complete the assessment.

● Given enlarged print on assessment for students with visually impairment.

● Read assessment aloud to students.

● Allowed to take assessment with aid or resource room teacher.

● Allowed to answer assessment questions verbally.

● Administered assessment individually.

NAME Date Hour

Directions: As you conduct your research, use this Performance Task Chart to record information regarding the big ideas for your topic. Use the back of this chart to record information on the sources of your information.

Explain who was involved in the conflict.

Describe what occurred during the conflict.

Identify when the conflict occurred.

Identify where the conflict occurred.

Explain why the conflict occurred.

Learning Targets

Explain how the Civil War affected citizens and soldiers.

Describe how the physical environment changed due to the Civil War.

Driving Question

Use evidence from this conflict to give a generalization that answers why we fight.

NAME Date Hour


Explain who was involved in the cultural change.

Describe what occurred during the cultural change.

Identify when the cultural change occurred.

Identify where the cultural change occurred.

Explain why the conflict occurred.

Learning Targets

Explain how the Civil War affected citizens and soldiers.

Show how fighting influences changes in the way we view war in the future.

Driving Question

Use evidence from this cultural change to provide a generalization that answers the driving question “How does culture change due to/ during war?”

NAME Date Hour


Explain who was involved in the creation or use of this technology.

Describe what occurred during the creation or use of this technology.

Identify when the creation or use of this technology occurred.

Identify where the creation or use of this technology occurred.

Explain why this technology was used.

Learning Targets

Assess how the Civil War influenced technological developments that impacted the outcome of the war.

Explain how the Civil War influenced how we viewed/fought wars in the future.

Driving Question

Use evidence from this example of technology to provide a generalization that answers the driving question “How does technology impact war?”

NAME Date Hour

Use this checklist to guide you in the creation of your project for your group role. Use a highlighter to check off each task you have accomplished.Display Creator: Your task is to create an eye catching display by using both pictures and words to convey your group’s topic. You will need to think creatively while including elements that accentuate the presenter.

Introduction Elements Make sure you-

Grab the reader’s attention

Provide Historical Background About the Topic

State the Driving Question

Define the Key Terms

Accuracy of Information Make sure you have-Statements that are accurate

Described how you presented information in sequence

Established the argument/ point of view of the group

Collaboration Make sure you-List how your display is consistent with the presenters speech

List how your display is consistent with the theme of the Media Product(s)

How does your display create a link between the presentation and the Media Product(s)

Content- Make sure you-Explain the impact the topic had on the Civil WarInform the reader of the five main Ideas for the groups topic

Provides depth by Answering 10 additional questions (Do Not include the Driving question or the 5 main ideas)Offer sources incluing websites, blogs, magazines etc. for the reader to find additional information on the subject.

NAME Date HourUse this checklist to guide you in the creation of your project for your group role. Use a highlighter to check off each task you have accomplished.Interactive event Specialist: Your task is to create an interactive event such as a game/ demonstration/ hands on activity. You will need to create an experience that is educational and interesting.Introduction Elements Make sure you-Grab the viewer’s attentionProvide Historical Background About the TopicIncorporate the Driving QuestionDefine the Key TermsAccuracy of Information Make sure you have-Statements that are accurateDescribed how you presented information in sequenceEstablished the argument/ point of view of the groupCollaboration Make sure you-List how your product is consistent with the presenter’s speechList how your product is consistent with the theme of the display. How does your product create a link between the presentation and the exhibitContent- Make sure you-Explain the impact the topic had on the Civil WarInform the reader of the five main Ideas for the groups topicProvides more depth and detailed information that accentuates the speech.Offer an explanation of why the topic is important today

NAME Date HourUse this checklist to guide you in the creation of your project for your group role. Use a highlighter to check off each task you have accomplished.Media Publicist: Your task will be to create a marketing source such as a trifold, post card, or something else??? To leave with the audience so that they are reminded of the learning experience your group has createdIntroduction Elements Make sure you-Grab the readers attention

Provide Historical Background About the Topic

State the Driving Question

Define the Key Terms

Accuracy of Information Make sure you have-Statements that are accurate

Described how you presented information in sequence

Established the argument/ point of view of the group

Collaboration Make sure you-List how your product is consistent with the presenters speech

List how your product is consistent with the theme of the exhibit

How does your product create a link between the presentation and the exhibit

Content- Make sure you-Explain the impact the topic had on the Civil War

Inform the reader of the five main Ideas for the groups topicOffer sources incluing websites, blogs, magazines etc. for the reader to find additional information on the subject.

Offer an explanation of why the topic is important today

NAME Date Hour

Rubric For the Driving Question: Why do we fight?

Big Ideas 5 3 1

I can explain who was involved in the conflict.

I have thoroughly explained who was involved in the conflict

I have somewhat explained who was involved in the conflict

I have not explained who was involved in the conflict

I can describe what occurred during the conflict.

I have thoroughly described what occurred during the conflict.

I have somewhat described what occurred during the conflict.

I have not described what occurred during the conflict.

I can identify when the conflict occurred.

I have thoroughly identified when the conflict occurred.

I have somewhat identified when the conflict occurred.

I have not identified when the conflict occurred.

I can identify where the conflict occurred.

I have thoroughly where the conflict occurred.

I have somewhat identified where the conflict occurred.

I have not identified where the conflict occurred.

I can explain why the conflict occurred.

I have thoroughly explained why the conflict occurred.

I have somewhat identified why the conflict occurred.

I have not identified why the conflict occurred.

Learning Targets


I have thoroughly explained how the Civil War affected citizens and soldiers.

I have somewhat explained how the Civil War affected citizens and soldiers.

I have not explained how the Civil War affected citizens and soldiers.

I can describe how the physical environment changed due to the Civil War.

I have thoroughly described how the physical environment changed due to the Civil War.

I have somewhat described how the physical environment changed due to the Civil War.

I have not described how the physical environment changed due to the Civil War.

Driving Question

I can use evidence from this conflict to give a generalization that answers why we fight.

I have used thorough evidence from this conflict to give a generalization that answers why we fight.

I have used some evidence from this conflict to give a generalization that answers why we fight

I have not used evidence from this conflict to give a generalization that answers why we fight

Total =______/ 40

NAME Date Hour

Rubric for the Driving Question: How does culture change during/ due to war?

Big Ideas 5 3 1

I can explain who was involved in the cultural change.

I have thoroughly explained who was involved in the cultural change

I have somewhat explained who was involved in the cultural change

I have not explained who was involved in the cultural change

I can describe what occurred during the cultural change.

I have thoroughly described what occurred during the cultural change.

I have somewhat described what occurred during the cultural change.

I have not described what occurred during the cultural change.

I can identify when the cultural change occurred.

I have thoroughly identified when the cultural change occurred.

I have somewhat identified when the cultural change occurred.

I have not identified when the cultural change occurred.

I can identify where the cultural change occurred.

I have thoroughly where the cultural change occurred.

I have somewhat identified where the cultural change occurred.

I have not identified where the cultural change occurred.

I can explain why the conflict occurred.

I have thoroughly explained why the conflict occurred.

I have somewhat identified why the conflict occurred.

I have not identified why the conflict occurred.

Learning Targets


I have thoroughly explained how the Civil War affected citizens and soldiers.

I have somewhat explained how the Civil War affected citizens and soldiers.

I have not explained how the Civil War affected citizens and soldiers.

I can show how fighting influences changes in the way we view war in the future.

I haven thoroughly shown how fighting influences changes in the way we view war in the future.

I have somewhat shown how fighting influences changes in the way we view war in the future.

I have not shown how fighting influences changes in the way we view war in the future.

Driving Question

I can provide a generalization that answers the driving question “How does culture change due to/ during war?”

I have provided a thorough generalization that answers the driving question “How does culture change due to/ during war?”

I have provided an adequate generalization that answers the driving question “How does culture change due to/ during war?”

I have not provided a generalization that answers the driving question “How does culture change due to/ during war?”

Total =______/40

NAME Date Hour

Rubric for the Driving Question: How does technology impact war?

Big Ideas 5 3 1

I can explain who was involved in the creation or use of this technology.

I have thoroughly explained who was involved in the creation or use of this technology.

I have somewhat explained who was involved in the creation or use of this technology.

I have not explained who was involved in the creation or use of this technology.

I can describe what occurred during the creation or use of this technology.

I have thoroughly described what occurred during the creation or use of this technology.

I have somewhat described what occurred during the creation or use of this technology.

I have not described what occurred during the creation or use of this technology.

I can identify when the creation or use of this technology occurred.

I have thoroughly identified when the creation or use of this technology occurred.

I have somewhat identified when the creation or use of this technology occurred.

I have not identified when the creation or use of this technology occurred.

I can identify where the creation or use of this technology occurred.

I have thoroughly where the creation or use of this technology occurred.

I have somewhat identified where the creation or use of this technology occurred.

I have not identified where the creation or use of this technology occurred.

I can explain why this technology was used.

I have thoroughly explained why this technology was used

I have somewhat identified why this technology was used

I have not identified why this technology was used

Learning Targets

I can assess how the Civil War influenced technological developments that impacted the outcome of the war.

I have thoroughly assessed how the Civil War influenced technological developments that impacted the outcome of the war.

I have somewhat assessed how the Civil War influenced technological developments that impacted the outcome of the war.

I have not assessed how the Civil War influenced technological developments that impacted the outcome of the war.

I can explain how the Civil War influenced how we viewed/fought wars in the future.

I have thoroughly explained how the Civil War influenced how we viewed/fought wars in the future.

I have somewhat explained how the Civil War influenced how we viewed/fought wars in the future.

I have not explained how the Civil War influenced how we viewed/fought wars in the future.

Driving Question

I can provide a generalization that answers the driving question “How does technology impact war?”

I have provided a thorough generalization that answers the driving question “How does technology impact war?”

I have provided an adequate generalization that answers the driving question “How does technology impact war?”

I not provided a generalization that answers the driving question “How does technology impact war?”

Total =______/40

Please answer the following questions honestly before turning in your project.

1. Which part of this assessment was the most difficult for you?

2. Why do you think you struggled with this particular part?

3. Which part of this assessment do you feel the most comfortable with?

4. Why do you think this part was easier for you?

You included

this Standards of Quality for Performance Task Assessments

Adapted from: Stiggins (2007), Popham (2004), and Wahlstrom (2002)

Clear Purpose

It is clear who the intended users and uses are

x It is clear that this is a formative or summative assessment.

Clear Targets

x Targets are important – worth the assessment time devoted to them.

x Targets involve deep understanding, reasoning, skills, products

(Deep understanding and reasoning involve in-depth, complex thinking about what is known and application of knowledge and skills in novel and more sophisticated ways. Skills include student proficiency in reasoning, communication, and psychomotor tasks. Products are completed works, such as term papers, projects, and other assessments were students use knowledge and skills)

x Targets are clearly related to the state and/or district standards

Targets connect to the items on the assessment

General Formatting

1. Use plenty of “white space” to set off directions, questions and answers, and sections of the test. Don’t crowd things together.

x 2. Keep wording simple and focused

x 3. Highlight critical words

x 4. Free of grammatical or typographical errors.

The Tasks

1. Needs to be specified so that it meets the criteria for good performance assessment and is clear to students.

2. Task description is a blueprint or listing of specifications to ensure that essential criteria are met.

3. Clearly describe the specific targets to be assessed to make certain that the activities and scoring are well matched

x 4. The task should be authentic (realistic, require judgment and innovation, asks the

student to “do” the subject)

x 5. Structure the task to assess multiple learning targets (knowledge: content and language arts (for instance) with skills: comparison and communication (for instance)

6. Structure the task so that you can help the student succeed

7. Think through what students will do to be sure that the task is feasible (imagine what you would do if given the task – what resources would you need, how much time would you need, what steps would you take?)

x 8. The task should allow for multiple solutions (encourage students to personalize, but demand that they justify, explain their assumptions, planning, predictions and other responses).

x 9. The task should be challenging and stimulating to students. You hope students will be motivated to use their knowledge and skills to be involved and engaged, sometimes for days or weeks.

10. Include constraints for completing the task.Time – how much time to plan, revise, finish?

Reference material – what resources will they be able to consult?

Other people – will they be able to ask for help from peers, teachers, experts?

Equipment – will they have access to computers, calculators, spell checkers, or other aids as they complete this?

Scoring criteria – will they be informed of explicit standards that you will use to evaluate?

The rubrics

1. Be sure the criteria focus on important aspects of the performance

2. Match the type of rating with the purpose of the assessment (holistic – overall judgment OR analytic – feedback on different aspects of the performance)

3. The descriptions of the criteria should be directly observable

4. The criteria should be written so that students, parents and others understand them

5. The characteristics and traits used in the scale should be clearly and specifically defined.

Student Involvement

1. Assist students with self assessment, tracking learning, and communicating about their learning. Accommodations included.

Documents

ushistoryandrews.weebly.comushistoryandrews.weebly.com/uploads/9/6/8/8/9688329/... · Web viewBrian Andrews. EDI 637. Dr. Jacquelyn Melin. Extended Written Response. Unit: The Civil