AssessmentPlan

PreAssessments:
Fromthefirstmomentofplanningthisunit,IknewIwantedtostrayawayfromteaching
outofatextbookwhich,inmycase,was
AmericanAnthem
.However,recognizingthatthe
textbookisavalidsourceforinformation,IdecidedtousethepremadequizzesfromChapter
28(TheCivilRightsMovement)asonepreassessment.Thetestisacompilationfivequizzes,
sections28.1,28.2,28.328.4and28.5.Thereisatotalof35questions:5multiplechoice,10
true/false,10matching,and10fillintheblankwithanswerkey.Iscoredthistestbasedon
correctvs.incorrectanswers.Youcanseetheclassscoresandhowthedatadrovemyinstruction
bycheckingouttheDesignforInstructiontab.Thispretestalignsnicelywithlearninggoals1
and2butnotnecessarilywithlearninggoal3.ThisisbecauseIdecidedonincorporatingcurrent
eventsintomyunitafterstudentshadalreadytakenthepretest.Anotherformofpreassessment
occurredinlessonstwoandthree.Intheselessons,westartedwithasimplebrainstorming
sessiontoseewhatthestudentsalreadyknew.Asstudentscalledoutideas,Itypedthemupon
thepowerpoint.Youcanfindexamplesofthesebrainstormsattheendofthecorresponding
lessons.

FormativeAssessments:
TheformativeassessmentsIusedinmylessonscamethroughinmultiplemodes.The
biggestandmostprevalentwasparticipationinclassdiscussion.Iwasabletomanagethisby
usingpopsiclestickswiththestudentsnameswrittenonthemtorandomlycallonstudents.I

calledonstudentsinthiswayinordertosendamessageofhighexpectationsthroughtomy
students.IletthemknowthatIpickedsticksrandomlybecauseIbelievedthat,withenough
effort,everyoneofmystudentswouldbeabletoanswerthediscussionquestions.Iwouldalso
keeptrackofwhowasorwasnotparticipatingbyputtingtallymarksbytheirnamesonaroster.
Thereneverwasanynegativeconsequenceassociatedwithnotparticipating,butitwouldreflect
inthestudentsworkhabitsgrades.Thiswasanimportantaspectofourclassesasalotofthe
ideaswecoveredwereabstractandwouldbedifficulttomeasurefromaquizorproject.Other
modesofformativeassessmentsincludefilmnotes,graphicorganizers,wholeclassprojects,
smallgroupcreativegraphics,andcivilconversations.Detailedexplanationsandexamplesof
theseformativeassessment,specificalignmentstolearninggoals,andexamplesofstudentwork
canbefoundwiththeircorrespondinglessonunderthelessonstab.

Instructionaladaptations:
Directionswillbegiventoallstudentsvisuallyandorally.Studentsampleswillbe
createdwhenapplicable.
Studentswillusetheteacherforsupporttoanswerclarifyingquestionswhenworkingin
anysetting.
Studentswillhaveaccesstotheirlaptopswhenapplicable.

Selfassessment:
Studentswillhavetheopportunitytoassessthemselvesbasedontheirworkhabits
usingNobleHighSchoolsSchoolwideWorkHabitsRubric.Anexampleofthiscanbe
seenhere:

SummativeAssessment:
Thesummativeassessmentforthisunitisachievedbythedesignandimplementationof
aLayeredCurriculum.Thelayoutofwhatthelayeredcurriculumlookslikecanbefound
below.TheLCcomesinthreeinstallments,eachlayerhavingadifferentduedate.Eachlayer
hasaseriesofassessmentsthatevaluatestudentsonwhattheyhavelearned.Witheachlayer,the
complexityofassessmentincreases.LayerAisverybasic,consistingofmultiplesmall
assessments.LayerBconsistsofonlyoneassessment,butwithhigherexpectations.LayerC

showsastudent'sdeepunderstandingofthecontent.LayersAandBcanreallybeviewedasa
formativeassessmentwithaconcretegrade,whilelayerCisthetruesummativeassessment.
WhenthestudenthasaphysicalversionoftheLCitcanservenicelyaschecklistfortheirpoints
andprogress.OntheduedatesforlayersAandBstudentsorallydefendtheassessmentsthey
havechosentodoandwillreceivebasedontheirphysicalproductandtheiroraldefence.Layer
CforthisunitsLCisasocratic.Forthis,studentsreceiveaseparatechecklist/expectations
guide(whichcanalsobefoundbelow).Thisisinplaceofaunittestsostudentsaregenerally
excitedaboutitandwanttoperformonahigherlevel.Therearemanybenefitstohavinga
layeredcurriculum,thebiggestbeingchoice.FromwhatIhaveseen,studentsrespondverywell
totheideaofalayeredcurriculum.