Karson Shipp

Amy Bartlett
SED 464
SA Response 6 Assessments
Throughout the entire unit, students will be assessed in various ways, including (but not
limited to) formative, summative, and authentic assessments. As a formative assessment,
students will be tasked with setting their own goal timeline, with details on what they want to
complete and when they want it completed. The students will also keep a journal where they will
make entries about their progress in their goal timeline. Student entries will also include any
feedback they have about the project in general. What do they like? What do they want changed?
The goal timeline and journal will not only ensure students are consistently working towards
their goal(s), but also allow them to monitor their own learning.
For the summative assessment, students will be tested on content vocabulary learned
throughout the project, such as diversity or culture. Before the fair begins, students will have
an opportunity to view each groups finished project and take notes. The students will also be
tested on the contents of other group projects. The authentic assessment will be the product that
the students are creatingthe multicultural heritage fair and accompanying iMovie. This will be
graded using a rubric with these categories:

Use of Technology the student displays technical prowess in the creation of their

iMovie.
Content the student provides for all required criterion in their station at the fair and
iMovie.

Presentation the student displays preparedness in their presentation: able to answer

questions adequately, no technical difficulties, adequately represents the core

characteristics of their specific culture using food, clothing, visuals, etc.

Group Work the student has demonstrated that they are able to effectively work in a
group by collaborating using technology and delegating responsibilities as necessary.