Unit Assessment Blueprint for Multiple Methods

Note: Use this Blueprint for the assignment “All Assessments for One Unit”, you must have at least
three types of assessments (triangulation) and include ALL Learning Targets. If a few are
assessed with formative assessments only, indicate that.

Sample Size is the number of items or tasks and the number of points OR the level of mastery if
you’re using Standards Referenced Grading

Unit Outcome: The student will use their understanding of geography, economics, historical context, and
natural resources to problem-solve how Kansas is similar and different from five regions in the United States.
All Learning Targets: Target Type Assessment Percentage Sample
(knowledge, Method (selected of Size
(include the number of each Learning Target) reasoning, response, written Importance
performance skill, response,
or product) performance or
personal
communication)

1. Identify physical features and the natural Knowledge Selected 25% 7 items,
resources of the region and describe how response 1 point
people benefited and shared them. each

2. Summarize and explain the historical basis Reasoning Selected 20% 5 items,
and when the southwest region became a response 1 point
part of the United States. each

3. Summarize and explain how and why the Performance Written 15% 2 items,
ranching, farming, and oil industries grew in skill response 3 points
the southwest region. each

4. Describe the demographics, culture, and

Product Performance 25% 6 items,
resources of the southwest region by creating 3 points
a brochure. each

5. Compare and contrast Kansas and the Performance Written 15% 2 items,
southwest region. skill response 3 points
each
 Name: _____________________

Unit Test – The Southwest Region

___ /15 points

Unit Outcome: The student will use their understanding of geography, economics, historical
context, and natural resources to problem-solve how Kansas is similar and different from five
regions in the United States.

Components for Selected Response:

2. Summarize and explain the historical basis and when the southwest region became a part
of the United States. (Questions: 1, 2, 3, 5, 6)
1. Identify physical features and the natural resources of the region and describe how
people benefited and shared them. (Questions: 4, 7, 8, 9, 10, 11, 12)

Multiple Choice directions: Circle the correct answer. (1 point each)

1. Who led an expedition from Mexico City to the southwest?

a) Christopher Columbus
b) Francisco Vasquez de Coronado
c) Ferdinand Magellan
d) Hernan Cortes

2. What did the early settlers live in?

a) Pueblos
b) Huts
c) Cabins
d) Mud forts

3. On which journey did the Cherokee move to the Indian Nation?

a) Oregon Trail
b) Santa Fe Trail
c) Trail of Tears
d) Lewis and Clark Expedition

4. What major source of water is used for farms, cities, and industries?
a) San Juan River
b) Rio Grande River
c) Canyon Lake
d) Colorado River
 True/False directions: Circle True OR False for the following statements. (1 point each)

5. The United States fought Spain to take control of the southwest region.
True or False

6. An adobe is a mixture of sandy clay and straw that is dried into bricks.
True or False

7. The deserts are full of valuable minerals.

True or False

8. The Spanish brought cattle and sheep and started the region’s first ranches.
True or False

Matching directions: Using the map, find the match and write the correct state on the line.
(1 point each)

9. 1. ______________________ New Mexico Louisiana

2. ______________________ Oklahoma Colorado

3. ______________________ Arizona

4. ______________________ Texas
 Fill-in-the-blank directions: Write the correct answer on the blank. (1 point each)

10. How did the early settlers get water for their crops? ______________________

11. What was the main crop? ______________________

12. What natural resource attracted people to this region? ______________________

 Answer Key
Multiple Choice directions: Circle the correct answer. (1 point each)

1. Who led an expedition from Mexico City to the southwest?

a) Christopher Columbus
b) Francisco Vasquez de Coronado
c) Ferdinand Magellan
d) Hernan Cortes

2. What did the early settlers live in?

a) Pueblos
b) Huts
c) Cabins
d) Mud forts

3. On which journey did the Cherokee move to the Indian Nation?

a) Oregon Trail
b) Santa Fe Trail
c) Trail of Tears
d) Lewis and Clark Expedition

4. What major source of water is used for farms, cities, and industries?
a) San Juan River
b) Rio Grande River
c) Canyon Lake
d) Colorado River

True/False directions: Circle True or False for the following statement. (1 point each)

5. The United States fought Spain to take control of the southwest region.
True or False

6. An adobe is a mixture of sandy clay and straw that is dried into bricks.
True or False

7. The deserts are full of valuable minerals.

True or False
8. The Spanish brought cattle and sheep and started the region’s first ranches.
True or False

Matching directions: Find the match and write the correct state on the line. (1 point each)

9. 1. Arizona New Mexico Utah

2. New Mexico Oklahoma Colorado

3. Texas Arizona Nevada

4. Oklahoma Texas Louisiana

Fill-in-the-blank directions: Write the answer on the blank. (1 point each)

10. How did the early settlers get water for their crops? Irrigation

11. What was the main crop? Corn

12. What natural resource attracted people to this region? Oil

Please complete the Assessment Critique for the Summative Unit Assessments you’ve created
to meet a High Achievement Unit Outcome. You should have at least three types of
assessments so you would be completing three of these Assessment Critiques.

Assessment Critique
1. Indicate if you see any problems with the following:
a. Are there clear instructions about what students are to do? Yes
b. Has an answer key or rubric been provided for each and are they easy to use?
Yes
c. Are the criteria stated clearly and easy to apply? Yes

2. What type of assessment is this? SR = Selected Response, WR = Written Response, PD =

Product, PF = Performance, PC = Personal Communication

3. Is it an appropriate type of assessment for this outcome? YES NO Explain: This type
of assessment will allow me to determine students’ level of understanding and further
instruction.

4. Does the assessment align with the outcome and components/learning targets?
a. Are there any items in the outcome or components/learning targets that are not
included in the assessment? YES If so, which ones? 3. Summarize and explain
how and why the ranching, farming, and oil industries grew in the southwest
region, 4. Describe the demographics, culture, and resources of the southwest
region by creating a brochure, and 5. Compare and contrast Kansas and the
southwest region.

b. Are there any items in the assessment that are not in the outcome or
components/learning targets? No If so, which ones?

5. Is the vocabulary appropriate for the age of the student? YES NO

6. Are there any problems with the format? YES NO If yes, please explain.

7. Is there evidence of bias in the assessment? YES NO If yes, please explain:

8. Is the answer key/rubric satisfactory? YES NO If no, please explain:

9. Are the criteria for how well students must do easy to understand and apply?
YES NO if no, please explain:
 Name: _____________________

Unit Test – The Southwest Region

___ / 15 points

Unit Outcome: The student will use their understanding of geography, economics, historical
context, and natural resources to problem-solve how Kansas is similar and different from five
regions in the United States.

Components for Written Response:

3. Summarize and explain how and why the ranching, farming, and oil industries grew in the
southwest region. (Questions: 1, 2)
5. Compare and contrast Kansas and the southwest region. (Questions: 3, 4)

Directions: Respond to the following statements using your best paragraph structure,
capitalization, punctuation, and spelling. Each question is worth 3 points - A scoring rubric is
provided for questions #1-2 AND #3 on the last page of the assessment. Good luck!

1. Explain the oil industry in the southwest region, and give two examples of how people
benefited from the natural resource. (3 points – reminder: check the rubric!)
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What is transportation? What are two examples of how transportation helped early
farmers? (3 points – reminder: check the rubric!)
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
3. Describe the climate in the southwest region, and give three ideas or more explaining how
the climate is different than Kansas’. (3 points – reminder: check the rubric!)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. We have studied physical features in the southwest. Using the images below, describe the
differences between the southwest region and Kansas. Provide three ideas or more for each
image. (3 points for each image, 6 points total)

Southwest region Kansas

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
Scoring Rubric for #1-2
Points Description

3 Student provides an accurate and complete explanation with two examples.

2 Student provides a sufficient explanation with one example.

1 Student provides an incomplete explanation with no examples.

0 Student did not provide an explanation with examples.

Scoring Rubric for #3

Points Description

3 Student provides an accurate and complete explanation with three or more ideas.

2 Student provides a sufficient explanation with one or two ideas.

1 Student provides an incomplete explanation with no ideas.

0 Student did not provide an explanation with ideas.

Please complete the Assessment Critique for the Summative Unit Assessments you’ve created
to meet a High Achievement Unit Outcome. You should have at least three types of
assessments so you would be completing three of these Assessment Critiques.

Assessment Critique
10. Indicate if you see any problems with the following:
a. Are there clear instructions about what students are to do? Yes
b. Has an answer key or rubric been provided for each and are they easy to use?
Yes
c. Are the criteria stated clearly and easy to apply? Yes

11. What type of assessment is this? SR = Selected Response, WR = Written Response, PD =

Product, PF = Performance, PC = Personal Communication

12. Is it an appropriate type of assessment for this outcome? YES NO Explain: This type
of assessment will allow me to target specific areas in students’ writing and determine
further instruction.

13. Does the assessment align with the outcome and components/learning targets?
d. Are there any items in the outcome or components/learning targets that are not
included in the assessment? YES If so, which ones? 1. Identify physical features
and the natural resources of the region and describe how people benefited and
shared them, 2. Summarize and explain the historical basis and when the
southwest region became a part of the United States, and 4. Describe the
demographics, culture, and resources of the southwest region by creating a
brochure.

e. Are there any items in the assessment that are not in the outcome or
components/learning targets? No If so, which ones?

14. Is the vocabulary appropriate for the age of the student? YES NO

15. Are there any problems with the format? YES NO If yes, please explain.

16. Is there evidence of bias in the assessment? YES NO If yes, please explain:

17. Is the answer key/rubric satisfactory? YES NO If no, please explain:

18. Are the criteria for how well students must do easy to understand and apply?
YES NO if no, please explain:
 Name: _____________________

The Southwest Region Performance Assessment

___ / 18 points

Unit Outcome: The student will use their understanding of geography, economics, historical
context, and natural resources to problem-solve how Kansas is similar and different from five
regions in the United States.

Components for Performance Assessment:

4. Students will describe the demographics, culture, and resources of the southwest region by
creating a brochure.

Materials needed:
-Brochure
-Pencil
-Crayons
-Textbook

Time: Three social studies class periods, please use your time wisely.
 Welcome to the Southwest Region!
Introduction: You just returned home after visiting the southwest region of the United States.
During your trip, you enjoyed learning about the region’s climate, physical features, history,
resources, and culture, so much that you would like to share your experience with peers, in
hopes that they, too, will visit this region.

Directions: You are going to individually create a 3-panel brochure of the southwest region to
share with your peers. To complete this assignment, please follow the steps Miss Valkar has
provided below and check the rubric while creating your masterpiece! Miss Valkar’s brochure
will be taped to the whiteboard for you to look at, but please keep it there for others to see. As
always, GOOD LUCK and BE CREATIVE! 

1. The brochure cover page must include:

 Title -- The Southwest Region
 Author -- by: ____________ (placed in the lower right corner)
 Cover pictures that relate to the southwest region. Remember, this should make
people want to visit!
2. The inside of the brochure must include:
 Topic -- Climate, Physical Feature, History, Resource, and Culture. Each topic will
have its own panel, do NOT put more than one topic in a panel.
 Description -- In two-three sentences, focus on one idea to write about for
each topic, for example, history: Trail of Tears. This is just one of many to choose
from! I would look at the textbook and other assignments to help with ideas and
information.
An excellent sentence example for culture: Parts of the southwest once
belonged to Spain and Mexico. Many buildings are made in Spanish and
Mexican styles.
 Picture(s) -- your picture(s) should match the topic and description, for example, if
your topic is a physical feature and you chose to write about the desert, your
picture should also be the desert.
Rubric:
Product/Performance Assessment
Criteria Points Points
earned

3 points 2 points 1 point 0 points

Student Student Student Student did not
clearly labeled mostly partially follow steps or
the topic and followed the followed the did not
Climate _/3
provided two- steps given, steps given, complete the
three however, however, assignment.
sentences and some items multiple items
image(s). were missing. were missing.

3 points 2 points 1 point 0 points

Student Student Student Student did
clearly labeled mostly partially not follow
Physical the topic and followed the followed the steps or did
_/3
Feature provided two- steps given, steps given, not complete
three however, however, the
sentences and some items multiple items assignment.
image(s). were missing. were missing.

3 points 2 points 1 point 0 points

Student Student Student Student did
clearly labeled mostly partially not follow
the topic and followed the followed the steps or did
History _/3
provided two- steps given, steps given, not complete
three however, however, the
sentences and some items multiple items assignment.
image(s). were missing. were missing.
 3 points 2 points 1 point 0 points
Student Student Student Student did
clearly labeled mostly partially not follow
the topic and followed the followed the steps or did
Resource _/3
provided two- steps given, steps given, not complete
three however, however, the
sentences and some items multiple items assignment.
image(s). were missing. were missing.

3 points 2 points 1 point 0 points

Student Student Student Student did
clearly labeled mostly partially not follow
the topic and followed the followed the steps or did
Culture _/3
provided two- steps given, steps given, not complete
three however, however, the
sentences and some items multiple items assignment.
image(s). were missing. were missing.

3 points 2 points 1 point 0 points

Student Student Student Student did
included the included 2/3 included 1/3 not include
title, author, of items, one of items, two the
Cover page and images item is missing items are appropriate _/3
relating to the from the steps missing from items or did
southwest. provided. the steps not complete
provided. the
assignment.

Total points earned: __/18

Please complete the Assessment Critique for the Summative Unit Assessments you’ve created
to meet a High Achievement Unit Outcome. You should have at least three types of
assessments so you would be completing three of these Assessment Critiques.

Assessment Critique
3. Indicate if you see any problems with the following:
a. Are there clear instructions about what students are to do? Yes
b. Has an answer key or rubric been provided for each and are they easy to use?
Yes
c. Are the criteria stated clearly and easy to apply? Yes

4. What type of assessment is this? SR = Selected Response, WR = Written Response, PD =

Product, PF = Performance, PC = Personal Communication

5. Is it an appropriate type of assessment for this outcome? YES NO Explain: This type
of assessment will allow me to determine students’ level of understanding by
demonstrating what they have learned through the creation of a brochure.

6. Does the assessment align with the outcome and components/learning targets?
d. Are there any items in the outcome or components/learning targets that are not
included in the assessment? YES If so, which ones? 1. Identify physical features
and the natural resources of the region and describe how people benefited and shared
them, 2. Summarize and explain the historical basis and when the southwest region
became a part of the United States, 3. Summarize and explain how and why the
ranching, farming, and oil industries grew in the southwest region, and 5. Compare
and contrast Kansas and the southwest region.

e. Are there any items in the assessment that are not in the outcome or
components/learning targets? No If so, which ones?

7. Is the vocabulary appropriate for the age of the student? YES NO

8. Are there any problems with the format? YES NO If yes, please explain.

9. Is there evidence of bias in the assessment? YES NO If yes, please explain:

10. Is the answer key/rubric satisfactory? YES NO If no, please explain:

11. Are the criteria for how well students must do easy to understand and apply?
YES NO if no, please explain:
List All Learning Targets/Components for One
High Achievement Unit Outcome
Indicate whether each Learning Target is
Knowledge, Reasoning, Skill, or Product
Identify physical features and the natural
resources of the region and describe how
people benefited and shared them.
-Knowledge
Summarize the historical basis and when the
southwest region became a part of the United
States.
-Reasoning
Summarize and explain how and why the
ranching, farming, and oil industries grew in
the southwest region.
-Performance skill
Create a brochure describing the
demographics, culture, and resources of the
southwest region.
-Product
Compare and contrast Kansas and the
southwest region.
-Performance skill
Formative Assessment Selected
Jigsaw:
1. Divide students into 5-6 person “Jigsaw”
groups.
2. Divide the lesson (reading) into 5-6
segments.
3. Assign each student in the “Jigsaw” group
to learn one segment of the lesson.
4. Divide the class into expert groups. Each
member of the “Jigsaw” group will go to a
different expert group based on their
assigned segment. Students discuss the
main points of their segment.
5. Students return to their “Jigsaw” group to
present assigned segments.
3-2-1:
1. Individually, students will list three things
they remember from the lesson, give two
examples of what they learned, and write
one question they have or something they
are confused about.
Educreations:
1. Collaboratively, students will create a 4-5
slide video using the Educreations
application showing images, text, and oral
explanations.
Brochure:
1. Individually, students will create a four
panel brochure describing the location,
climate, culture, and resources using
images and descriptions.
Venn Diagram:
1. Collaboratively, students will develop a
diagram using the Venn Diagram
application reflecting 5-7 areas of
similarities and differences between Kansas
and the southwest region.