Purpose: You are a teacher who has planned an exciting unit for her students with well-structured learning objectives that are linked to standards. You will give them an opportunity to make a culminating project as a final assessment to synthesize all they learned in the unit.
Introduction to Project:
_____Grade: What grade will you be teaching?
_____Topic of unit and main ideas/learning targets:
_____Prior knowledge expected:
_____Standards:
______Primary Learning Objectives: CABD format (attach your performance task WEB)
_____Pre-Assessment: How will I know what my students know about this topic prior to instruction? Be specific
_____Formative Assessments: What type of formative and ongoing assessments will I include- How will I assess what my students are gaining as we proceed with the unit that will help inform my instruction? Provide examples of several (at least 3)
_____Summative Assessment: How will I assess my students’ knowledge gains after we complete the unit for end of unit grading/evaluation purposes? (This should include the performance assessment and a paper pencil exam with a test blueprint).
____Performance Assessment: 1-2 page student handout (with student friendly instructions) for the students and corresponding rubric/s, parent letters
____Paper Pencil Exam: Include 1-2 pages that have 3 multiple choice, 3 true and false, 3 fill in the blanks, and 1 short answer and 1 restricted response essay question. These should be constructed as we discussed in class for optimal item construction.
____Blueprint: Include the chart and try to focus on targeting HOTS so ensure that these BT levels are targeted
______How does my final assessment cater to the various intelligences in my class (Multiple Intelligences- V/L M/L Intra, Inter, + 2 more), and how have I focused on higher order thinking (What are the HOTS in Blooms Taxonomy and Depth of Knowledge levels)?
_____How have I accommodated/modified task for students with special needs in every aspect?
_____How have I differentiated for varied levels in both instruction and assessment? Including ELL students?
_____How will I know how my students feel about the project? (attitude assessment)
_____How have I included opportunity for reflection (self and peer evaluation)? Note this can be the intrapersonal and interpersonal MI
_____How is your work well-aligned? (the blueprint should reflect that) How do the results of your assessment offer a clear picture of the students’ progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.
_____References for my work
_____What have I gained from this assignment
Grading Rubric: Performance Assessment 30%
Criteria
Educator
First Year Teacher
Substitute
Points
Contents 20 pts
Contains all the required components of assignment as outlined in checklist clearly and comprehensively.
Contains all the required components of assignment as outlined in checklist clearly but may need to be more comprehensive
Contains some of the required components of assignment as outlined in checklist and may need to be more comprehensive
Creativity & Alignment 5pts.
All objectives and assessments are directly aligned and evident of creative effort
Objectives and assessments are aligned but basic
Objectives and assessments are not directly aligned
Grammar & Mechanics, References
& Presentation
3pts.
Assignment contains 1 or fewer errors. Work is referenced and well presented in PPT format with printed version.
Assignment contains 2 - 5 errors.
Work is presented in PPT format with printed version
Assignment contains 6 or more errors.
Work may be PPT presentation and print but need clarity or different format etc
Timeliness
2 pts.
Document is posted by the assigned module.
Document is posted by the assigned module.
Document is posted by the assigned module.