Farmer: Assessment

Assessment Instruments
Plan To:
What
(tasks, strategies, instruments)
How
(the processes, how often)
Why
(how the selected tools support learning goals/principles guiding design)
Enable continuous/frequent feedback between you and the students.
  1. Ask questions
    Observe students
  2. Be responsive to students who are not progressing effectively through the lesson
  1. At each stage of the project
  2. During data collection and production of project
  1. Teacher's questions will encourage depth of thought as well as provide feedback on progress.
  2. Teacher intervention will encourage and redirect students to ensure success
Encourage the students to reflect on their learning progress and achievement.
  1. Remind of prior learning
  2. Ask questions which encourage reflection
  1. During data collection, using maps, using graphics tools
  2. When map finished, ask students how they overcame difficulties and what they learned
  1. Connecting to prior learning and understanding makes new learning more effective and relevant.
  2. Building on strategies to troubleshoot technical difficulties as well as acquire new knowledge will allow for future application of these new skills.
Determine your student's learning progress and achievement.
  1. Ongoing monitoring throughout lesson cycle
  2. Students demonstrate understanding
  1. Students complete activity and answer questions posed by teacher
  2. Students verbally explain their inferences regarding cultural borrowing and diffusion and successfully respond to written assessments
  1. Answering questions gives feedback to teacher as to level of understanding and progress.
  2. Oral explanation provides teacher with feedback as to student's ability to infer based on pattern of color on map; Rubric ensures systematic and thoughtful evaluation of student work; written assessments provides feedback of knowledge retained over time.
Assessment Strategies
Sub-Goals
(Objectives)
Type of Learning
Assessment Strategy
Feedback Strategy
Research to find major religion of countries.
  1. Use keyword search
  2. Access websites from links
  3. Find relevant information in print sources
Application
Synthesis
Comprehension		 Direct Instruction
  • Teacher Observation
Locate countries on world map and use paint bucket tool in Fireworks to color code map to correlate major religions of countries.
  1. Use map skills
  2. Use mouse
  3. Use paint bucket tool
 Application Direct Instruction/Demonstration
  • Teacher Observation

Add heading and legend on map using Text tool in Fireworks.

  1. Use mouse, keyboard and text tool
  2. Create useful map legend
 Application
Synthesis		 Direct Instruction/Demonstration
  • Teacher Observation
  • Review of printed map
Observe and identify color patterns on map; relate to legend in order to make inferences about cultural borrowing and diffusion.
  1. Recognize patterns
  2. Use map legend
  3. Make inferences

Application
Synthesis
Comprehension

 Independent Work
Connections to Prior Learning
  • Teacher Observation
  • Review of printed map
  • Informal discussion of cultural borrowing
Integrate technology into student-centered activity.
  1. Select appropriate tools
  2. Identify lesson outcomes
  3. Engage in activity
Application
Synthesis
Comprehension

Direct instruction
Guided Exploration
  • Teacher Observation
  • Informal discussion as project progresses
Effectively manage appropriate use of technology in classroom to ensure all students are engaged and productive.
  1. Students assist each other as appropriate
  2. Students engage in appropriate behavior in lab setting
  3. Students actively engaged in lesson
 Application
Affective		 Independent Work Collaborative Learning
Focused questioning as appropriate
  • Student successful interaction
  • No behavioral disruptions
  • Students actively engaged
Differentiate instruction for diverse student groups.
  1. Students utilize assistive technology as appropriate
  2. Students work at their ability level
Application
Comprehension 		Independent Work with teacher support
  • Appropriate assistive technology available as needed
  • Assistive technology facilitates learning
Develop questioning strategies to clarify teacher goals, identify desired outcomes, and anticipate problems.
  1. Students will be able to complete activity by completing all identified components.
  2. Students will demonstrate their understanding of cultural borrowing and diffusion.

Application
Analysis
Synthesis
Comprehension

Discussion and Questioning

  • Printed map
  • Informal discussion
  • Formal assessment on test/quiz
Utilize effective coaching/mentoring skills.
  1. Students will respect thoughts and opinions of others as modeled by teacher.
Affectiver Communication Skills
  • Interaction is appropriate and respectful

Students will use information acquired to create an electronic, thematic map that will allow them to draw conclusions and make inferences about the locations and concentrations of major world religions. They will develop theories about the various ways these religions became diffused in the world.

 113.22.B.6.15C  - The student is expected to analyze the similarities and differences among selected world societies.
 113.22.B.6.17  - The student understands relationships that exist among world cultures.
 113.22.B.6.17C  - The student is expected to analyze how culture traits spread.
 113.22.B.6.17D  - The student is expected to explain why cultures borrow from each other.
 113.22.B.6.17E  - The student is expected to evaluate how cultural borrowing affects world cultures.
 113.22.B.6.19  - The student understands the relationships among religion, philosophy, and culture.
 113.22.B.6.21  - The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
 113.22.B.6.23  - The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Rubric

CATEGORY Excellent: 25 Points Good: 15 Points Satisfactory:
10 Points		 Needs Improvement:
5 points		 Total Points Earned
Requirements All requirements are met and exceeded. (All countries correctly identified and colored, not just required) All requirements are met. (Required countries correctly identified and colored.) One requirement was not completely met. (Such as identify religion, color code, all required countries may not be completed.) More than one requirement was not completely met. (Such as identify religion, color code, all required countries may not be completed.)  
Mechanics Excellent use of technology tools; able to server as peer mentor. Good use of technology tools; able to assist others occasionally. Satisfactory use of technology tools; may occasionally require assistance. Needs to improve use of technology tools; frequently requires assistance.  
Content All countries correctly identified, colored; inferences for cultural borrowing and diffusion are well-thought out. Most countries correctly identified, colored; inferences for cultural borrowing and diffusion are thought out. Some countries correctly identified, colored; inferences for cultural borrowing and diffusion lack clear understanding. Few countries correctly identified, colored; inferences for cultural borrowing and diffusion are not clearly.  
Oral Presentation Interesting, clearly expressed inferences based on patterns of color on the map. Accurate expression of inferences based on patterns of color on the map. Incomplete ability to express inferences made based on patterns of color on the map. Unable to express inferences made based on patterns of color on the map.  

Total Points For Project:

 
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