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Assessment Assignment CI 407 30% of Final Grade Due: Friday, March 29 An important aspect of any teaching position is to assess student progress toward learning goals, whether in individual lessons, in a unit, or over the entire school year. In this assignment you will create three different forms of assessment for use in the classroom. Think about a unit you have created. This can be the unit you are working on for your supervision, a unit of study you have taught or will teach in your placement, or a unit you created for a previous class. Complete the UBD unit planning template found on page 3 and 4 of these instructions and include this as a cover sheet for your assignment. You will be creating three different forms of assessment and the corresponding answer keys/rubrics for this unit. These assessments could be three different forms of summative assessment or they could be spread throughout the unit. The possible forms of assessment are: Formative Assessment (along the way) Authentic Assessment (putting learning into practice, i.e. writing a letter to the editor or creating a proposal for a park clean-up) Summative Assessment (end of unit) Traditional Assessment (quiz/test) Portfolio Assessment (collection of work & reflection on learning) Performance Assessment (showing what you know presentation, skit, etc.) Writing Assessment (using writing to show knowledge; may be your LA class assignment) Choose three of the seven assessment types listed above to create for your unit. For each assessment you create, remember that the purpose of any assessment is to evaluate a students progress toward a learning objective. Clearly articulate the units objective(s) students are trying to achieve for each assessment. Use the ABCD format for objectives. Create the assignment sheets and/or test questions for each assessment

Create the rubrics/answer keys

Check List _____ _____ UBD Unit Planning Template Cover Sheet Assessment #1 _____ _____ _____ _____ Clearly stated objectives in ABCD format Clear assignment sheet instructions or test questions Rubric or answer key

Assessment #2 _____ _____ _____ Clearly stated objectives in ABCD format Clear assignment sheet instructions or test questions Rubric or answer key

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Assessment #3 _____ _____ _____ Clearly stated objectives in ABCD format Clear assignment sheet instructions or test questions Rubric or answer key

UBD Unit Planning Template Stage 1 - Desired Results Grade Level: Third Grade

Enduring Understanding:

We use events in our literature to pull out important details and explore them deeply.

Essential Questions: How do we use details in literature to make our own meaning? What are some ways we can write about what we are reading? How can we use what the details we reading to explore material in other content areas? Common Core and/or Illinois Standards: Reading Standards Key Ideas and Details: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Writing Standards Types and Purposes: 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

Content Areas Addressed:

Reading Writing Social Studies Math

Unit Objectives (label with the assessment number in Stage 2): SWBAT use details in literature by writing a properly composed paper to create meaning and connect key book ideas to their lives and other disciplines. (Links with Assessment 1) SWBAT successfully recall key details in a text, describe the events in a meaningful way, and make connections to prior experiences by accurately completing questions in booklet or discussing questions aloud with literature group. (Links with Assessment 2) SWBAT efficiently use group collaboration time to share ideas and accurately create a skit for a scene or ending to Stone Fox, poster with main points of book, a script for readers theater, or diary entry from a Stone Fox character in learning groups or individually, that uses correct details and key events from the text. (Links with Assessment 3)

5 Production and Distribution of Writing: 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 3 on pages 28 and 29.) Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. Range of Writing: 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

Presentation of Knowledge and Ideas: 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Math Standards Represent and Interpret Data: 3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Social Science Illinois Learning Standards: 15.E.1 Identify goods and services provided by government.

17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water). 17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.

Stage 2 Assessment Evidence (name the three kinds of assessment you have chosen and provide a brief description of these assessments) Assessment #1: Authentic Assessment Assessment #2: Formative Assessment Write a paper to explain services our government provides with taxes. Complete packet questions with group and participate in literature circle discussions, relating key details from Stone Fox to their lives.

Assessment #3: Summative Assessment Tic-Tac-Toe Options (6 options)

Create a poster with the main points of the book Write own ending to Stone Fox Create a script for readers theatre Write a diary from a character in Stone Fox, describing an event from the book in detail Provide an alternative ending or reenact a scene from Stone Fox through a group skit. Stage 3 Learning Plan Remember: W: (where/what) H: (hook/hold) E: (equip/experience/explore) R: (rethink/revise) E: (evaluate) T: (tailored) O: (organized) How Many Lessons of What Length? Bullet Your Lesson Plans: (About twice a week throughout unit) About 8 Lessons Discuss a page in packet in literature circles. Answer questions in packet, as a st February 25-March 1 group. Vocabulary Master will look up Read Chapter 3, 4, and 5 pgs. 22-45 words in dictionary. Discussion leader Day 1&2 Booklet/Literature will read over questions and think of Discussion (Two-45 minute lessons) answer. They may consult other Math Lesson (One-40 minute participants for ideas. All will come lesson) together to discuss and fill in booklet Letter to inform why someone is together. Predict or write what actually important to us (One-40 minute happened in the chapters. lesson) Research Wyoming Powerpoint (1 Lesson) Use smart board document to (One-40 minute lesson) discuss Wyoming. Show picture of landforms in Wyoming. Create a class March 4-8th understanding of how Willys hometown Read Chapter 6, 7, and 8 pgs. 46-68 is different from ours. Discuss the Day 3&4 Booklet/Literature physical features of Willys hometown Discussion (Two-45 minute lessons) and reveal pictures of what his hometown Poster Advertising Dogsled Race might have looked like. (Two-35 minute lessons) Into to taxes- group research (Two- (1 Lesson) Math Lesson p. 20

8 40 minute lessons) March 11th-15th Read Chapter 9 and 10 pgs. 69-81 Day 5&6 Booklet (Two-45 minute lessons) Paper on services Government provides (Five-40 minute lessons) March 25th-29th Summative Assessment Work Time

o Average, Median, Bar Graph o Before ISAT if possible (1-2 Lessons) Write a letter to inform someone why they are important (1-2 Lessons) Create a poster advertising dogsled race, using page 43 as a reference (About 7 Lessons, depending on how much time students need to write) Write a paper to explain services our government provides with taxes.

Rubric Please attach the rubric to your assignment when you submit it.
UBD Planning Template 3 All components of UBD planning template are complete. Standards and objectives are appropriate for grade level; are clearly related to each other; address all aspects of learning in actual lesson. Objectives include all required components including the enduring understandings and essential questions. Objectives are articulated using ABCD format and are aligned with the assessment created. 2 Minor omissions or mismatches 1 One major omission of an applicable standard and/or objective. Poor alignment of standards and objectives.

Objectives

Objectives are missing one component of the ABCD format.

Assessment #1

Assessment aligns with the stated objectives. Appropriate for grade level. Clear instructions that are easy for grade level students to follow. Answer key provides answers to all quiz/test questions as well as states how many points each answer is worth. Rubric provides clear expectations of performance by the students and aligns with the assessment assignment sheet. Students at grade level can understand rubric. Point values are clearly delineated.

Minor omissions or mismatches

Objectives are not written in ABCD format OR Objectives do not align with the assessment created. Assessment does not align with the objectives created

Rubric/Answer Key #1

Minor omissions or mismatches

No answer key provided or no rubric provided.

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Assessment #2 Assessment aligns with the stated objectives. Appropriate for grade level. Clear instructions that are easy for grade level students to follow. Answer key provides answers to all quiz/test questions as well as states how many points each answer is worth. Rubric provides clear expectations of performance by the students and aligns with the assessment assignment sheet. Students at grade level can understand rubric. Point values are clearly delineated. Assessment #3 Assessment aligns with the stated objectives. Appropriate for grade level. Clear instructions that are easy for grade level students to follow. Answer key provides answers to all quiz/test questions as well as states how many points each answer is worth. Rubric provides clear expectations of performance by the students and aligns with the assessment assignment sheet. Students at grade level can understand rubric. Point values are clearly delineated. Grammar/Spelling/ Neatness No grammar/spelling errors. UBD template, assessment and rubric are neat and professional. 5 or fewer grammar/spelling errors. OR UBD template, assessment or rubric have minor neatness/professionalism issues. More than 5 grammar/spelling errors OR UBD template, assessment or rubric have major neatness/professionalism issues. Minor omissions or mismatches Assessment does not align with the objectives created Minor omissions or mismatches Assessment does not align with the objectives created

Rubric/Answer Key #2

Minor omissions or mismatches

No answer key provided or no rubric provided.

Rubric/Answer Key #3

Minor omissions or mismatches

No answer key provided or no rubric provided.