Assessment Plan

Assessment Plan

Purpose and Learning Outcomes

Purpose: In this lesson students will understand how geographic tools are used to make decisions about where to live.

Learning Outcomes:

•Students will understand how geographic tools are used to make decisions about where to live.

•Students will compare and contrast English colonists with people of today who choose to live in another place.

•Students will create a map illustrating the geographic factors that influenced settlement in thirteen English colonies in North America.

Assessment Context:

In the assessment portion, there are a few tasks that the students will complete to demonstrate their knowledge of the aforementioned.

  • Handout-Geographic Factors of the English colonies
  • Handout-Regions of Colonial America
  • Handout-Thirteen Colonies Map
  • Compare/Contrast Essay on Geographic Factors in Colonial America

Holistic Rubric:

Compare/Contrast Essay on Geographic Factors in Colonial America

Category 4 3 2 1
Introduction(Organization)

 

The   introduction is inviting, states the main topic and previews the structure of   the paper. The   introduction clearly states the main topic and previews the structure of the   paper, but is not particularly inviting to the reader. The   introduction states the main topic, but does not adequately preview the   structure of the paper nor is it particularly inviting to the reader. There   is no clear introduction of the main topic or structure of the paper.
Focus on Topic(Content) There   is one clear, well-focused topic.  Main   idea stands out and is supported by detailed information. Main   idea is clear but the information is general. Main   idea is somewhat clear but there is a need for more supporting information. The   main idea is not clear.  There is a   seemingly random collection of information.
Grammar & Spelling (Conventions) Writer   makes no errors in grammar or spelling that distracts the reader from the   content. Writer   makes 1-2 errors in grammar or spelling that distract the reader from the   content. Writer   makes 3-4 errors in grammar or spelling that distract the reader from the   content. Writer   makes more than 4 errors in grammar or spelling that distracts the reader   from the content.
 Capitalization & Punctuation

(Conventions)

Writer   makes no errors in capitalization or punctuation, so the paper is   exceptionally easy to read. Writer   makes 1 or 2 errors in capitalization or punctuation but the paper is still   easy to read. Writer   makes a few errors in capitalization and/or punctuation that catch the reader’s   attention and interrupt the flow. Writer   makes several errors in capitalization and/or punctuation that catch the   reader’s attention and greatly interrupt the flow.
Word Choice Writer   uses 5 or more vocabulary words from the lesson correctly. Writer   uses 4 vocabulary words from the lesson correctly. Writer   uses 3 or less words from the lesson or does not use words correctly. Writer   uses no words from the lesson article.
Sequencing(Organization) Details   are placed in a logical order, and the way they are presented effectively   keeps the interest of the reader. Details   are placed in a logical order, but the way in which they are   presented/introduced sometimes makes the writing less interesting. Some   details are not in a logical or expected order, and this distracts the   reader.

Many   details are not in a logical or expected order.  There is little sense that the writing is   organized
Sentence Structure(Sentence Fluency) All   sentences are well-constructed with varied structure. Most   sentences are well-constructed with varied structure. Most   sentences are well-constructed but have a similar structure. Sentences   lack structure and appear incomplete or rambling.

Testing Constraints:

What are the three important factors that are considered when reviewing the geographic factors that influence where people live?

a.) collect, analyze, and interpret

b.) legend, compass, and scale

c.) north, south, east, and west

d.) none of the above

2. Students will compare and contrast English colonists with people of today who choose to live in another place.

Test Item#2

Briefly list a few similarities/differences of the English colonists with people of today who choose to live in another place.

3. Students will create a map illustrating the geographic factors that influenced settlement in thirteen English colonies in North America.

Test Item#3

Create a color-coded map with a legend, symbols, scale, and a compass rose of the thirteen English colonies in North America.  Label the map with the important geographic factors that influenced people to live in each colony.

Essay Item

Write a two paragraph compare and contrast essay comparing the reasons the colonists lived where they did and the reasons people today live where they do.  The first paragraph will compare and the second paragraph will contrast.

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Test and Essay Items

My rationale and thought process behind creating the aforementioned test and essay items are quite simple.  The ultimate goal that I kept in mind behind the whole process to ensure that the information presented in the learning outcomes was not merely taught but learned.  As a reminder the learning outcomes were as follows:

  • Students will understand how geographic tools are used to make decisions about where to live.
  • Students will compare and contrast English colonists with people of today who choose to live in another place.
  • Students will create a map illustrating the geographic factors that influenced settlement in thirteen English colonies in North America.

In general the entire lesson is about the geographic factors that influenced the regional development of the thirteen English colonies in North America.  An instructional objective should be a clear and concise statement of the skill or skills that your students will be expected to perform after a unit of instruction (Kubiszyn & Borich, 2010).  As an educator it’s my function to engage a higher level of thinking with the construction of test and essay items.

As I constructed the test and essay items, my focus for this platform was evaluation.  This component is adapted from the 5E Model of Instruction.  At some point in the learning experience it is important for the students to receive feedback.  As a practical educational matter, teachers must assess educational outcomes (Barufaldi, 2002).  This is the phase in which teachers administer formative or summative evaluations to determine each student’s level of understanding (Barufaldi, 2002).  This is the important opportunity for students to use the skills they have acquired and evaluate their understanding (Barufaldi, 2002).  This is also the time when the teacher determines whether students have met the performance indicators (Barufaldi, 2002).

An essay item is one for which the student supplies, rather than selects, the correct answer (Kubiszyn & Borich, 2010).   In my opinion, I believe that my essay item describes a well-constructed essay item.  A well-constructed essay item aims to test complex cognitive skills by requiring the student to organize, integrate, and synthesize knowledge, to use information to solve novel problems, or to be original and innovative in problem solving (Kubiszyn and Borich, 2010).

 

References:

Barufaldi, Jim Dr. (2002) 5E Instructional Model.  Retrieved from: The Eisenhower Science Collaborative Conference in Austin, Texas. November 21, 2011.

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.

 

 

 

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Where Do You Live?

Where Do You Live?

Fifth Grade Social Studies Learning Outcomes, Test and Essay Items

1. Students will understand how geographic tools are used to make decisions about where to live.

Test Item#1

What are the three important factors that are considered when reviewing the geographic factors than influence where people live?

a.) collect, analyze, and interpet

b.) legend, compass, and scale

c.) north, south, east, and west

d.) none of the above

2. Students will compare and contrast English colonists with people of today who choose to live in another place.

Test Item#2

Briefly list a few similarites/differences of the English colonists with people of today who choose to live in another place.

3. Students will create a map illustrating the geographic factors that influenced settlement in thirteen English colonies in North America.

Test Item#3

Create a color-coded map with a legend, symbols, scale, and a compass rose of the thirteen English colonies in North America.  Label the map with the important geographic factors that influenced people to live in each colony.

Essay Item

Write a two paragraph compare and contrast essay comparing the reasons the colonists lived where they did and the reasons people today live where they do.  The first paragraph will compare and the second paragraph will contrast.

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