Section IV: Assessment Tools
1. Unit contains pre- and post-assessment and items are aligned with goals and objectives.
Both the pre- and post-assessments are aligned with the objectives and goals of the unit as well as the subject. Although the assessments are not the same they still cover the same knowledge, but just in different ways. One of the overall all goals that developed as I taught this unit is: Why reflection is important or why do we do it. The other big higher order question to keep coming up was gaining knowledge in why we plan out each piece first and why planning is important.
2. Pre and post assessment items are either identical or parallel.
The pre and post assessments are not identical, but they are parallel. The pre-assessment is written with the final assessment in mind. The final assessment packet was a district assessment I worked into my unit as the assessment needed to be done and time was running out for the students to do it.
Both the pre- and post-assessments are aligned with the objectives and goals of the unit as well as the subject. Although the assessments are not the same they still cover the same knowledge, but just in different ways. One of the overall all goals that developed as I taught this unit is: Why reflection is important or why do we do it. The other big higher order question to keep coming up was gaining knowledge in why we plan out each piece first and why planning is important.
2. Pre and post assessment items are either identical or parallel.
The pre and post assessments are not identical, but they are parallel. The pre-assessment is written with the final assessment in mind. The final assessment packet was a district assessment I worked into my unit as the assessment needed to be done and time was running out for the students to do it.
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3. A variety of assessment tools is utilized (e.g. traditional, authentic, self-assessment, summative, formative, transformative, and peer assessment).
During this unit I used the traditional and formative, but I also use authentic and self-assements. These can be found in the pre and post- written assessments, each art project, and the reflection sheet with a partner in the 2-D project and individual during the final assessment. We also have several class discussion or short trivia sessions. Using as many different assessments types as possible allows for the best result for collecting date as some types of assessments will work better for different students.
4. The expectations of alignment, clarity, and developmental appropriateness of all assessments are explained graphically and/or in essay form.
The chart below demonstrates where every objective and assessment used in the hand building unit aligns with the Content Standards, Literacy and Numeracy Standards, and Democracy & 21st Century Skills. Both the objectives and standards that I use not only align with the standards but also with each other in a way that allows more cross over from each concept in order to create more connections in the students brains to allow for the maximum retention. For example, in the fifth lesson the students get the chance to explore through inquiry about hard slab construction. The lesson is assessed through self-evaluation of their work and completion of their project on time. This assessment combined with the completion of the project crosses the content, literacy/numeracy, and democracy standards. This also allows for differentiation within this unit while still covering the same materials so that all students have equal access.
During this unit I used the traditional and formative, but I also use authentic and self-assements. These can be found in the pre and post- written assessments, each art project, and the reflection sheet with a partner in the 2-D project and individual during the final assessment. We also have several class discussion or short trivia sessions. Using as many different assessments types as possible allows for the best result for collecting date as some types of assessments will work better for different students.
4. The expectations of alignment, clarity, and developmental appropriateness of all assessments are explained graphically and/or in essay form.
The chart below demonstrates where every objective and assessment used in the hand building unit aligns with the Content Standards, Literacy and Numeracy Standards, and Democracy & 21st Century Skills. Both the objectives and standards that I use not only align with the standards but also with each other in a way that allows more cross over from each concept in order to create more connections in the students brains to allow for the maximum retention. For example, in the fifth lesson the students get the chance to explore through inquiry about hard slab construction. The lesson is assessed through self-evaluation of their work and completion of their project on time. This assessment combined with the completion of the project crosses the content, literacy/numeracy, and democracy standards. This also allows for differentiation within this unit while still covering the same materials so that all students have equal access.
Your browser does not support viewing this document. Click here to download the document.