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Laura Bennison

Unit 2: Family Structures and Functions
Final Assignment
As a final assignment, students will create their family tree using software called
GenoPro. Not only does this software allow students to input the names and dates of birth of
their immediate family, students can also indicate critical events in their family members lives.
For example, a student can indicate when their grandparent was diagnosed with heart disease or
when their uncle divorced his first wife and married his second wife. The emotional relationships
between family members can also be identified, and pictures can be added for individual family
members.
Referring to content taught to them throughout the unit, students will explain the
importance and significance of 5 familial relationships. Students must also explain how the
significance of relationships can change from generation to generation. Using examples from
their family’s experiences, students will illustrate how the functions of the family changed or
stayed the same from their grandparent’s generation, to their parent’s generation to their
generation. The family tree and familial relationships and functions will be presented in the form
of a gallery walk, where all students will have an opportunity to share their research with their
classmates. Students will be assessed using the checklist below.
Family Tree Checklist
Student Name: _______________________________
Content (10)
 Family tree has at least 3 generations.
 All generations are labelled with first name, last name and date of birth.
 Critical events of family members are clearly labelled.
 The functions of families are described through the use of personal experiences.
 Importance and significance of familial relationships is well communicated during
gallery walk.
 The developments of family and parent-child relationships are explained from the
viewpoint of a variety of theoretical perspectives.
 The roles of children in the family and society in various cultures and historical periods
are compared.
 Familial examples are linked to course content.
 Family tree begins with the oldest generation at the top and ends with the youngest
generation at the bottom.
 Family tree is neat and easy to read.
Poster (5)
 The poster is attractive in terms of design, layout and neatness.
 There are no more than 2 errors in capitalization or punctuation.
 Items of importance on the poster are clearly labelled.
 Visual aids are easy to see and understand.
 A reference list is included.

Laura Bennison

Presentation Skills (5)
 Speaks clearly and with appropriate intonation.
 Information is presented in a clear and logical sequence.
 Eye contact is maintained throughout informal presentation to classmates.
 When not presenting, students are actively participating in their classmates’ presentations.
 Minimal use of notes is required during presentation.
Additional Feedback:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

At the end of the unit, students will also complete a mid-semester self-assessment to reflect on
their learning up to this point. They will use the rating scale provided below.
Mid-Semester Self-Assessment
Indicate your response to the following statements on the rating scale below.
Criteria/ Qualifiers

Strongly
Disagree

Disagree

Neutral

Agree

Strongly Agree

I pay attention in
class.
I complete homework
and assignments on
time and with care.
I seek assistance when
needed.
I ask questions to
clarify understanding.
I participate actively
in class discussions.
I help my classmates
stay on task.
I follow the
instructions provided
to me.
My strengths in the course so far:
______________________________________________________________________________

Laura Bennison
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
My areas of improvement:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
My goals for the rest of the course (include 3):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Steps to creating these assessment tools:
First, we know the importance of using a variety of assessment instruments in the course,
which is why we chose to use a checklist for the assessment of the assignment and a rating scale
for the self-assessment. We consulted the curriculum document and determined which specific
expectations of the curriculum would be assessed with this assignment.
Secondly, we researched examples of checklists to get a better idea on what criteria to
include and how to organize our checklist. With these examples in mind, we were able to begin
developing a checklist tool to assess students on their family tree. Direct expectations from the
curriculum were included in the checklist to ensure that students meet the overall and specific
expectations of the curriculum. For the self-assessment tool, we made sure to provide students
with many qualifiers to choose from, in an attempt to reduce the possibility of bias and
inaccurate responses. Students are also given a place to comment on their strengths and
weaknesses and to create achievement goals for the rest of the course.
Lastly, we reviewed the checklist and the self-assessment rating scale to ensure that the
language was clear, concise and student-friendly. A place was added at the end of the checklist
for teachers to provide written feedback to their students. Once all revisions were made, the
groups reviewed the assessment instruments one last time.