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Grade 3 and 4
Subject: language and social science
Learning targets:

Students will compare and contrast two or more celebrations using a Venn
Students will sort and categorize important symbols according to which
celebration they go with.

Lessons chosen from learning plan:

Watch Winter holidays and BBC dvd Festivals around the world:
Comparing \ contrasting \ matching symbols\ideas\celebrations of various cultural or
religious groups using a Venn diagram.

Carousel: celebrations around the world: stations around the classroom to gain a
snapshot of celebrations in different cultures.

Sorting different types of celebrations \ symbols \ pictures (personal, cultural, national

and international) they come across during the inquiry and labeling these on a chart
on our inquiry board.

Multiple choice assessment: Judaism

Read the questions carefully and circle the right answer:
1. Who celebrates Hanukkah?
2. What is the Jewish Holy Book called?
3. Where do Jewish people worship?
4. Who was the founder of Judaism?
5. What do Jews believe?
That there is one God who created the universe.
That there are many different gods who each had a role.
That there are two Gods who fought and one won.
6. Which of the following is a Jewish symbol?
Christmas tree
Star of David
Lotus flower
7. What do Jews light during Hanukkah?
Christmas lights

8. What is the most important day of the week for Jews?


Matching assessment:
Christmas and Hanukkah
Read the descriptions carefully and draw a line to the matching celebration.

1.Which celebration begins

on the 25th of Kislev?
2.Which celebration includes
Santa, gift giving and lighting



a tree?
3.What do Jewish people


light every day during their

4.Who celebrates the birth

8 days

of Jesus Christ on 25th



5.How long did the oil in the

lamp last for in the temple?
6.What is the name of the


celebration that remembers

the re-consecration of the
Holy Temple in Jerusalem?

7.What is the Holy book

called that Christians use?



Essay Assessment:
Choose two celebrations you have learned about over the last number of weeks.
Compare and contrast the two celebrations. Compare and contrast at least 3 aspects of
the celebrations. Answer with full sentences. Remember capitals and punctuation.
Comparing and

Compared and

**Good work**
Compared or

*Needs improvement*
Either only compared

contrasting two

contrasted two

contrasted two

one aspect or



celebrations. At least

contrasted one aspect

Compared and

two aspects were

of the two chosen

contrasted at least 3

contrasted or


different aspects of


the two celebrations.

Answered with full

Answered using some

Answered with a few

sentences throughout

full sentences and

stand alone words.

the whole writing

some stand alone

No full sentences.

Capitals and

Capitals at the

Some errors in

Lacks capitals and


beginning of every

capitals and


new sentence and

punctuation but

punctuation so that


meaning of text is

the writing becomes

Full sentences




throughout writing.

I have made a small change to the original essay assessment task. Instead of compare or
contrast I have changed this to compare and contrast to avoid confusing students. I want
students to both compare and contrast the two celebrations they choose rather than only
compare or only contrast them. I have not made any other changes as I was late handing in
the assignment and therefore did not receive any feedback from fellow colleagues.
Reasoning behind the three different assessments:
All three assessments are valid as they address the learning targets of comparing and
contrasting two or more celebrations and recognizing some of the symbols that go with each
Multiple choice assessment: This type of assessment allows one to score the assessment
quickly and objectively (Nitko and Brookhart, 2011). Students do not need much time to take
this type of assessment because they do not need to write anything themselves. According to
Nitko and Brookhart (2011) more content can be covered with multiple choice exercises.
This assessment also allows students who are not as proficient in reading and writing to
show their understanding of the content in the celebrations unit.
Matching assessment: In this assessment students need to match each premise with a
response from the right hand side. According to Nitko and Brookhart (2011) matching
exercises are space saving and an objective way of assessing students ability to identify
associations or relationships between two sets of things.
Essay assessment: According to Nitko and Brookhart (2011) essay assessments ask
students to compose their response and the answers are then scored according to the
quality of the response. I have chosen the restricted-response essay item for this task. This
type of essay restricts the response from the students and in this case targets the learning
objective: students are able to compare and contrast two celebrations. This assessment
requires students to look back, read, listen to, analyze and interpret the information they
have received or found out about during the celebrations unit.
For both assessments I believe I have followed Nitko and Brookhart (2011)'s fundamental
principles for crafting assessments: I focused on previously identified learning targets that I
have added at the beginning of this application assignment. The three different assessment
tasks are therefore directly related to the learning targets. Secondly, I will be able to elicit
knowledge and performance that are relevant to what I am assessing and thirdly I have
made sure that the tasks do not inhibit the student's ability to show attainment of learning
targets. The multiple choice and matching assessments do not require extensive reading
and writing but rather check for understanding and application of thinking skills. For those
students that have difficulty reading the questions I will provide additional support during the
assessment as either myself or a classroom assistant will read the questions with the student
and allowing for the student to respond verbally.
The essay assessment requires students to write and apply content analyses. This could
inhibit students ability to show attainment of learning targets. However the students who
struggle with writing can instead tape their response or share their response with myself or
an classroom assistant.

Nitko, A. J., & Brookhart, S. M. (2007). Educational assessment of students (5th ed.). Upper
Saddle River, NJ: Merrill/Prentice Hall.