D.

Summative Assessment: After you write up your reflection, choose one of the contents you taught and develop
a usable summative assessment. The use of the summative would be after several lessons, where students could have
the opportunity of mastering the learning goal. You will NOT implement this, since you are required only to teach
one lesson. Include:

1. Learning objective
Students will be able to create and ask their own questions using who, what, when, where, why, and
how about a historical figure using their biographies to a classmate.
2. Describe the summative assessment
Students will find a biography about a historical figure and create questions using who, what, when,
where, why, and how to explain how their actions shaped the world we live in. The students put the
question on one side of the index card and the answer on the other side. Students will meet with a
partner to partner read their biography together. After each student has read the biographies together,
they will ask and answer each other’s questions.
3. Rationale for why assessment is aligned with learning objective
This summative assessment aligns with the learning objective because the skills that are being assessed
when creating and answer the questions with their classmate about a historical figure’s actions are
brought directly from the standards that learning objective was created from. Those standards are
RI.2.1 ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text and social studies standard of H.2.4 Biographies can show how
peoples’ actions have shaped the world in which we live.
4. Describe scoring guide, include it and the one you may differentiate
The scoring guide that will be used for the combined English Language Arts and Social Studies
summative assessment is a checklist. The checklist assesses if the student created and asked question
about historical figure using who, student created and asked question about historical figure using
what, student created and asked question about historical figure using when, student created and asked
question about historical figure using where, student created and asked question about historical figure
using why, student created and asked question about historical figure using how, and student answered
classmates’ questions.

YES NO
Student created and asked question
about historical figure using who.
Student created and asked question
about historical figure using what.
Student created and asked question
about historical figure using when.
Student created and asked question
about historical figure using where.
Student created and asked question
about historical figure using why.
Student created and asked question
about historical figure using how.
Student answered classmates’
questions.

5. Describe why or why you did not differentiate

The scoring guide was not differentiated because the student partnership during the assessment were
ability based on previous lessons. The ability grouping enhances students’ engagement and the overall
outcome of lesson.