Kylie Kuhn

ELIS 3703

Formative Assessment #4: Social Studies

1. Learning Objective

a. Standard: Government Strand: Civic Participation and Skills: 10. Respect for

the rights of self and others includes making responsible choices and being

accountable for personal actions.

b. Objective: ​Following the collaborative anchor charts and graphic organizers

work, the students will interpret whether the character in a given scenario has

made a responsible choice with the respect for themself and others with 80%

accuracy.

2. Short Description of Assessment: Digital Boom Cards Sets

a. https://wow.boomlearning.com/deck/q-wtxfB86Gerzk8rhux?ref=tpt

i.

ii. Students are provided with a scenario to read and they are tasked with

identifying if the character in the scenario was responsible.

Additionally, they can analyze whether the character showed

 accountability for their actions. The students are provided visuals to

give more context to the scenario as well. To indicate their answer, the

student will click a thumbs up for yes, or a thumbs down for no. The

students can also use the text to speech options to read the scenario.

b. https://wow.boomlearning.com/deck/q-kmoGkAmLYFnsk3H2G?ref=tpt

i.

ii. Students are provided with a scenario to read and they are tasked with

identifying if the character in the scenario was respectful to themself

and others. The students are provided visuals to give more context to

the scenario as well. To indicate their answer, the student will click a

thumbs up for yes, or a thumbs down for no. The students can also use

the text to speech options to read the scenario.

3. Short Rationale for why this assessment is aligned with the learning objective

a. The students are tasked with identifying whether or not a character in a given

scenario has respect for themselves and others, and if they made responsible

choices and showed accountability for their actions. The students will

complete the assessment following the collaborative anchor charts and graphic
 organizers work, and this allows them to thoroughly identify the components

aligned with the SS.GS.10 standard that the lesson ties to. They are directly

identifying if the character was respectful to themselves and others, and

showed responsibility and accountability. This also allows them to examine

different scenarios and apply these skills to real life.

4. Description of each scoring guide

a. Scoring Guide 1:

i.

1. The scoring guide for the responsibility boom cards formative

assessment is a rubric (alongside the results from the game).

The teacher will indicate whether the student met the criteria

for the given scenario by coloring in the squirrel or adding a

check mark, if they did not meet it, they will leave it blank.

They will also leave any notes or feedback in the notes section.
 The final score will be indicated in the top right quadrant of the

paper, along with any written feedback.

ii.

1. The scoring guide for the respect boom cards formative

assessment is a rubric (alongside the results from the game).

The teacher will indicate whether the student met the criteria

for the given scenario by coloring in the box or adding a check

mark, if they did not meet it, they will leave it blank. They will

also leave any notes or feedback in the notes section. The final

score will be indicated in the top right quadrant of the paper,

along with any written feedback.

b. Scoring Guide 2:
 i.

1. The next scoring guide is a checklist with both boom cards sets.

The teacher candidate will indicate whether the student got the

scenario correct or incorrect by placing a checkmark into the

designated category for both sets of boom cards. The teacher

candidate can also provide written feedback or any notes in the

bottom left of the paper, and then the final score.

c. Child Friendly Scoring Guide:

 i.

ii. Students are provided with the following rubrics to self assess. In each

rubric, the students are tasked with coloring in the box/circle if they

answered the question number on the boom cards, and they can tally

their points. Students may record any notes they have in the bottom

quadrant.
5. Differentiation: Discuss how you may have differentiated the assessment and/or the

scoring guide

a. Student 1: Student has a Learning Disability (LD)

i. To differentiate for student one (and other struggling learners), I

provided him with a small group setting to complete the boom cards.

In this small group, I read each scenario as many times as needed to

answer the questions, and reinforced which symbol indicates which

answer. Additionally, he was provided with copies of the graphic

organizers/anchor charts we completed as a class to aid him in

completing the worksheet and determining whether the character was

responsible and respectful to himself and others. He was also provided

with the accommodations and modifications required from his IEP,

such as extended time, read aloud, models, visual aids, manipulatives,

graphic organizers, verbal cues, repetition of information, and

simplified directions to support learning, etc.

b. Student 2:`General Education Student

i. To differentiate for student two, the teacher candidate provided them

with copies of completed graphic organizers and anchor charts that aid

with understanding respect and responsibility. The teacher candidate

will verbally go over the directions for the boom cards assignments,

the graphic organizers, and anchor charts. Additionally, the teacher

candidate will give the student headphones to directly isolate the audio

in the boom cards, alongside with the teacher candidate providing extra

time, repetition of information, read alouds, and verbal cues.