LP2_09

= = Madeline English School Everett
 * ASSESSMENT AND CONCEPT MAPPING**
 * Oct 13, 2009**

2009 Unit Teams - Listing of unit themes and the teachers who are working together to complete lessons involved in the unit. Assessment Item Directory

What Assessment Rubrics Are
Rubrics are assessment tools that identify criteria by which student processes, performances, or products will be assessed. They also describe the qualities of work at various levels of proficiency for each criterion.

The unit assessment rubric will incorporate both historical thinking benchmarks and American history curriculum frameworks.
 * 1. UNIT ASSESSMENT RUBRIC**



MS WORD version

View example of unit (content) rubric at the lesson level. [|Power Concedes Nothing Without a Demand] > Fair Play on Beacon Hill > Evalution


 * 2. ACTIVITY RUBRIC**

The following types of assessment rubrics may be used to help students determine their performance for a given activity. [|Generic rubrics]provide descriptions of proficiency levels that can be applied to a range of student performance processes, performances, or products. Using the same rubric for similar tasks helps teachers manage marking assignments based on student choice, and helps students internalize the common qualities of effective processes, performances, and products. • [|Task-specific rubrics]describe the criteria used in assessing specific forms such as the examination of a historical document, analyzing census data, or interpreting editorial cartoons. Complex student projects may require a different rubric for each phase (for example, a group inquiry project may require a rubric for collaborative work, information-gathering processes, oral presentations, and written reports). • [|Holistic rubrics]are used to assign a single mark to a process, performance, or product on the basis of its adequacy in meeting identified criteria. • [|Analytic rubrics]are used to assign individual scores to different aspects of a process, performance, or product, based on their specific strengths and weaknesses according to identified criteria. See the [|Rubric for the Assessment of a Decision-Making Process Activity]. • Checklists are lists of criteria that do not distinguish among levels of performance. They are used to assess the presence or absence of certain behaviors, and are most suitable for assessing processes (for example, “Did the student perform all the necessary steps?”). Because they require “Yes/No” judgments from the assessor, checklists are easy for students to use in peer assessment. • Rating scales ask assessors to rate various elements of a process, performance, or product on a numerical scale. They do not provide complete descriptions of performance at various levels.

Evaluators, as partners in the project, develop a participatory evaluation by seeking input from TLCDs and teachers. They collect data using a variety of methods such as surveys, interviews, observations, and student assessments. The purpose of student assessments is to assess students’ content knowledge and to produce valid and reliable results. They are aligned with the lesson, based on reliable normed items, and are sufficient to assess variation in student knowledge. Assessments that are available are MCAS Assessments, CCSSO Database, National Assessment of Educational Progress (NAEP) Items, AP Items and others. The primary types of items in assessment databases include performance assessments items, open response items, and multiple choice items.
 * 3.** **ASSESSMENT ITEMS (Evaluator: Diane Schilder)**

A Powerpoint to guide the presentation is below:


 * Links to Assessments:**

• media type="custom" key="4524138"

• media type="custom" key="4524172" To log in: username: dianes password: dsma27

• [|New York State History Assessments]

New York Regents Exams

• media type="custom" key="4524240"

**Resources:**
[|Intel Education: Assessing Projects] - //Assessing Projects// helps teachers create assessments that address 21st century skills and provides strategies to make assessment an integral part of their teaching and help students understand content more deeply, think at higher levels, and become self-directed learners.