Learning Goals
Emily Krumm
SE308-01
4/8/2010
Dr. Bratberg
TWS: Assessment Plan
|Learning Goals |Assessments |Format of Assessment |Adaptations |
| |Pre Assessment |-“I know, I think I know, I’m clueless” |The different options for the project |
|Students will identify and | | |allow room for adaptations (as a form of|
|summarize the causes and | | |alternative assignments). Example: If a|
|effects of U.S. intervention in| | |student struggles with reading and or |
|World War II (DOK; 1, 2). | | |writing, they can do a more artistic |
| | | |option for the project. If a student |
| | | |needs more time to complete an |
| | | |assignment they can take it home to work|
| | | |on it. |
| | | |Also, with the bell-ringers, allow the |
| | | |students to work together if they choose|
| | | |to. |
| | | | |
| | | | |
| | | | |
| |Formative Assessment |-Bell-ringers | |
| | |-Class discussions | |
| | |-Homework | |
| | |- Project (formal; graded) | |
| |Post-Assessment |Unit Test (MC & Short Answer portion) | |
| | | | |
| |Self-Assessment |“What I Learned” Journal while looking at| |
| | |the “I know, I think I know, I’m | |
| | |clueless” chart | |
|Learning Goals |Assessments |Format of Assessment |Adaptations |
| |Pre Assessment |-A short quiz |In order to keep the students motivated,|
|Students will interpret the | | |ensure them that the pre-“quiz” is not |
|who/what/where/ | | |for a grade. |
|when/why and be able to | | |Also, with the bell-ringers, allow the |
|construct a timeline of major | | |students to work together if they choose|
|events of U.S. involvement in | | |to. |
|World War II (DOK; 1, 2, 3). | | | |
| | | | |
| | | | |
| |Formative Assessment |-Bell-ringers | |
| | |-Class discussions | |
| | |-Timeline | |
| | |-Homework | |
| | | | |
| |Post-Assessment |Unit Test (MC & Short Answer portion) | |
| | | | |
| |Self-Assessment |“What I Learned” Journal and the same | |
| | |quiz as the pre-assessment | |
|Learning Goals |Assessments |Format of Assessment |Adaptations |
| |Pre Assessment |-“I know, I think I know, I’m clueless” |The essay portion of the Unit Test can |
|Students will be able to | | |be altered for adaptations. The |
|connect World War I and World | | |assignment can either be shorter as long|
|War II (DOK; 4). | | |as they are meeting the same goal or |
| | | |they may be given extra time to complete|
| | | |the assignment. Also, if they need to |
| | | |work with a Resource teacher or get |
| | | |individual help from the teacher allow |
| | | |time for this to happen. |
| | | |Also, with the bell-ringers, allow the |
| | | |students to work together if they choose|
| | | |to. |
| | | | |
| | | | |
| | | | |
| | | | |
| |Formative Assessment |-Bell-ringers | |
| | |-Class discussions | |
| | |-Homework | |
| |Post-Assessment |Unit Test (Essay portion) | |
| | | | |
| |Self-Assessment |“What I Learned” Journal while looking at| |
| | |the “I know, I think I know, I’m | |
| | |clueless” chart | |
Alignment with Learning Goals and Instruction:
The assessments are clearly aligned with the learning goals and instructions as they were written with the same DOK’s as the Learning Goals. For each learning goal I will use a pre-assessment either a short, informal quiz or a “I know, I think I know, I’m clueless” chart. Each assessment will align with their respective learning goal because the same DOK will be utilized. For LG1, LG2, and LG3 the pre-assessment and formative assessment will match the DOK levels. The post-assessment will be a unit test and various questions will address each learning goal and their congruent DOK’s.
Clarity of Criteria and Standards for Performance:
The learning goals were written with specific DOK’s and the assessments are based off those. For LG1, I will use a “I know, I think I know, I’m clueless” chart with room for explanations about U.S. intervention in WWII for the pre-assessment. Formatively, I will assess the students with bell-ringers (a review of the previous day and objective(s), class discussions, homework, and a project. The project will be a formal assessment requiring students to demonstrate their understanding of the causes of U.S. intervention in WWII by completing a newspaper cover, poster, or Powerpoint. Each choice for the project will be of the same caliber of work and will be valid and reliable. For LG2, I will provide a short multiple choice quiz for the pre-assessment about the major people and events of WWII. The formative assessment for LG2 will be bell-ringers, class discussions, homework, and a unit-long classroom project of creating a timeline. In order to complete this timeline, as the class progresses through the end of the unit, we will collaboratively pick out the significant who/what/where/when/why and put them up around the room. For LG3, the students will complete an “I know, I think I know, I’m clueless” chart similar to LG1. The formative assessment will include bell-ringers, class discussions, and homework. The post assessment for all three learning goals will be a Unit Test complete with multiple choice questions, short answer questions, and an essay question. The self-assessments will be a “What I learned Journal” and for LG1 and LG3, the “I know, I think I know, I’m clueless” chart. For LG2, the self-assessment will also include the same quiz as the pre-assessment instead of the chart.
Multiple Modes and Approaches:
I will use multiple modes of approach with the instruction and assessment of each learning goal. For LG1 and LG2 the students will have a list of vocabulary and will have to decide prior to instruction whether they know the information, think they know the information, or are clueless about the information. After they make their decision, they will be asked to provide an explanation if necessary. For example, if they “know” it or “think” they know it they will need to briefly explain what it is. The bell-ringers will simply be a review of the objectives of the previous day to track their progress through the unit. Class discussions will be used frequently and homework will be used occasionally as well. The project for LG1 will require the students to research and cite their work. The Unit Test will be a comprehensive exam with multiple choice questions and short answer questions. The Unit Test will also include an essay portion, but that will be to assess LG3.
For LG2, a short quiz will be used for pre-assessment and to subsequently allow students to self-assess. Bell-ringers, discussions, and homework will be used the same way as LG1, and a collaborative class project of constructing a timeline will require research and peer cooperation. The Unit Test will also be the same as LG1.
For LG3, students will complete the same chart as LG1 for the pre-assessment. Bell-ringers, class discussions, and homework will also be used the same way as LG1 and LG2. The part of the Unit Test that will assess LG3 is the essay portion where students will be required to answer a question relating to the connection between WWI and WWII.
Technical Soundness:
The assessments provided for LG3 (see attached documents) are valid because it measures the LG and the appropriate DOK level. LG3 requires students to connect WWI and WWII which is a level 4. Level 4 is extended thinking, and the essay portion of the Unit Test assesses at that level. In order for the students to complete this essay at the desired level, they will need to connect the knowledge they gained from a previous unit on WWI in order to explain how WWI helped lead to (or connects) to WWII. The pre-assessment for LG3 is the “I know, I think I know, I’m Clueless” chart which at the end of this document. It asks students questions that they will need to extend to a previous Unit and then asks them to answer the question if they know it, attempt to answer it if they think they know it, and then to either explain why they don’t believe they know it or attempt an answer anyway. The space provided to answer the question is there to force them to think about the information they have received previously and how it connects to what they are about to learn. The post assessment is a Unit Test, in particular to LG3 is the essay portion. They are asked to write an essay proving their understanding of how WWI helped lead to (or connects) to WWII and to justify their answer with at least 3 examples. The possibilities of information I am looking for are listed, and the scoring guide is provided as well. By the end of instruction, students should have clearly demonstrated their ability and knowledge through the formative assessments, and this post assessment is more of a clarification of the desired results.
Adaptations Based on the Individual Needs of Students:
This unit and the assessments allow for different ways to make adaptations for my students. The different options for the project for LG1 allow room for adaptations (as a form of alternative assignments). Example: If a student struggles with reading and or writing, they can do a more artistic option for the project. Also, if it is congruent with a student’s individualized education program (IEP) a student who needs more time to complete an assignment will be allowed to do so (usually by taking it home). Also, with the bell-ringers, I will allow the students to work together if they choose to.
In order to keep the students motivated, ensure them that the pre-quiz for LG2 is not for a grade, to help alleviate stress and test-anxiety. The essay portion of the Unit Test assessing LG3 can be altered for adaptations. The assignment can either be shorter as long as they are meeting the same goal or they may be given extra time to complete the assignment. Also, if they need to work with a Resource teacher or get individual help from the teacher allow time for this to happen. Students with an IEP will be provided for and each adaptation for their individual needs will be met.
Opportunities for Students to Self-Evaluate, set, monitor, and Adjust Learning Goals:
For each learning goal, there will be a pre-assessment and a self-assessment. The pre-assessment will be used prior to and following instruction in order to make it even clearer to the students whether they have met each learning goal. The “I know, I think I know, and I’m clueless” chart for LG1 and LG3, along with the pre-quiz which will be taken again by the students post-instruction for LG2 allow the students to monitor what they have learned and what they can do. Students will be able to set, monitor, and adjust learning goals because the bell-ringers, homework, and class discussions of the formative assessment will clearly indicate to me whether or not the students are progressing the way I hoped they would be at that point. Students will also be given a review day prior to the Unit Test to go over anything they feel uncomfortable with. The point of the review day is really to ease their anxiety about the test and to help them better prepare themselves for the test.
Attached below: Pre-assessment and post-assessment (with subsequent scoring guide) for LG3.
LG3: Students will be able to connect WWI and WWII (DOK; 4)
| |Kno|Th |? | |
| |w |i |? | |
|Do you know…. | |nk |? |Possible answer: |
| | | |? | |
|The nationalistic tensions stemming | | | | |
|from WWI. | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|The impacts of the Treaty of | | | | |
|Versailles. | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|The post-WWI conditions that led to | | | | |
|the rise of totalitarian | | | | |
|dictatorships | | | | |
| | | | | |
| | | | | |
| | | | | |
Pre-Assessment: “I know, I think I know, I’m Clueless” Chart
Post Assessment: Essay for Unit Test
Prompt: Explain how WWI contributed to the start of WWII using at least 3 examples.
Looking for:
• The impact of the Treaty of Versailles
o War guilt clause
o Reparations
o Disarmament
o Territory
• League of Nations failure
• Nationalistic tensions in Europe stemming from WWI
• The Great Depression
• The rise of totalitarian dictatorships
World War II Unit Test: Essay Scoring Guide
|Category |Proficient (4) |Capable (3) |Adequate (2) |Limited/Poor (1) |
|Evidence |Information clearly relates|Information clearly relates|Information clearly relates|Information has little or |
| |to the main topic. It |to the main topic. It |to the main topic. No |nothing to do with the main |
| |includes (at least) 3 |provides 1-2 supporting |details and/or examples are|topic. |
| |supporting details and/or |details and/or examples. |given. | |
| |examples. | | | |
|Quality of Information |Information presented is |Information provided is |Information provided is not|Information provided is not |
| |accurate. |mostly accurate, with |very accurate, with |accurate. |
| | |minimal errors. |multiple errors. | |
|Understanding |Student grasps the main |Student grasps the main |Student does not seem to |Student does not grasp the |
| |point and demonstrates this|point for the most part and|fully grasp the main point |main point. |
| |with the information |demonstrates this with the |and demonstrates this with | |
| |provided. |information provided. |the information provided. | |
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