Patrick Liner

Higher-Order Thinking Questions

Objective 1: After this unit, students will be able identify the causes of the spread of
Communism as well as different characteristics of countries that chose a Communist government
post-World War Two.

Question 1: Based on the information from this unit, what are 3 major elements of countries
susceptible to Communist rule post-World War Two? Justify why you believe these elements
directly lead to countries choosing a Communist government.
Level and Type: Evaluate Conceptual Knowledge

Objective 2: After this unit, students will be able to evaluate the United States’ containment
policy in southeast Asia during the Cold War.

Question 2: Based on the information from this unit, evaluate the United States’ containment
policy in southeast Asia during the Cold War. Either defend the US policy with three reasons
you believe it was effective or write three ideas on how you believe the US could have been
more effective in containing the spread of Communism in the region.
Level and Type: Evaluate Conceptual Knowledge

Objective 3: Students will be able to identify why most Communist governments have failed
post-World War Two.
Question 3: Communism spread quickly after World War Two to many different corners of the
world. Since this spread, most countries that practiced pure Communism have failed to keep up
with the global economy, advancements in healthcare, and standard of living among their
citizens. Critique with three supporting reasons why Communism has not been a long term
success for most of the world.
Level and Type: Evaluate Conceptual Knowledge

Assessment Plan
This assessment can be given in a 9-12 United States History class after completing the unit on
Georgia Performance Standard SSUSH20.
Improving Item Reliability
Niko and Brookhart (2014) define reliability as the degree to which student’s results will remain
consistent over replications of an assessment procedure. In order to improve assessment item
reliability, students should participate in a variety of activities over the course of the unit in order
to ensure students receive the proper content in order to answer the assessment items above.
Students should also participate in activities that require them to produce written responses that
call for higher order of thinking skills in order to prepare for the cognitive level of the
assessment items. Student should also be given a rubric before the assessment in order to
address what is expected of the students and keep grading consistent by the instructor.
Improving Item Validity
Nike and Brookhart (2014) define validity as meaning the assessment items measure what they
are intended to measure. These assessment items are written for 9-12 US History students based
upon Georgia Performance Standard SSUSH20. In-class activities, essential questions, articles,
and vocabulary aligned with state standards are to be used during the unit instruction.
Differentiated Instruction
Students with disabilities may receive support services during the administration of these
assessment items. These support services can include extended time, read aloud directions and
questions, small group setting, and any additional accommodations included in the students
Individualized Educational Plan (IEP). Students will also be allowed to use assistive technology
if needed to complete the assessment items above. Students who are unable to write or type may
be allowed to give oral responses to the assessment items above.
Improving Student Learning
Data gathered from this assessment should be used to locate and misunderstandings or gaps in
understanding. Teachers should use this data to evaluate the design of their instruction as well as
creating re-teaching opportunities if necessary. Special attention should be paid toward items
that large numbers of students are answering incorrectly. Teachers should then go back and
evaluate how this content was taught and what activities were used during this instruction.
Improving Future Assessments
The results from this assessment can be used to evaluate the wording of higher-order thinking
items within assessments. The possibility of changing the number of examples needed for each
assessment item can also be discussed with other US History teachers at the school in order to
possibly allow students to further explain their arguments in greater detail.