lp2_10

**CONCEPT MAPPING, ASSESSMENT, AND RESEARCHING PRIMARY SOURCES** **Oct 12, 2010** Everett High School 100 Elm Street, Everett Map
 * Lesson Planning Workshop #2**

Please come in the main doors (the side facing the park), sign in as necessary, and then walk straight back from the front doors (keeping the cafeteria and the curved red wall to your right) to the elevator in the right, back corner. Take the elevator to the 5th floor. When you get off, go left through the library doors to the main area. The TLC is in the Library Workroom (Room 5002). Note -- this is the **new** high school. Be careful if you are using a GPS. Thanks!

**RESEARCHING PRIMARY SOURCES** Project Researcher Elizabeth Tousignant will explain how she can help each of us find those "golden nuggets" of primary sources.

Our mission will be to find sources that best match our lesson and unit goals. And to find little-seen and little-used primary sources, the digitization of which will help not only our students but the history-learning community. Elizabeth's PowerPoint presentation on Primary Sources -

In Lesson Planning #3, we will brainstorm possible sources and create research plans to aid us in preparation of the November 2 Research Day!

**CONCEPT MAPPING**

First, we will look at the standards and organize ourselves by lesson and by unit.

As we revisit the standards and the focus for our lesson development, again ask what are the essential understandings that we want our students to gain? Refine your essential question to match the goal(s).

**ASSESSMENT -- Working with RUBRICS**

We have two levels of understanding goals: unit and lesson. In the process of backwards design, we will write rubrics for each level.

To aid ourselves today, we will form groups (sometimes with multiple standards) of lesson as units. With your unit group, write a rubric that exemplifies the essential understandings (learning goals) for your group of lessons. Individual lesson rubrics will be developed on your own.

To help you with your unit rubric creation, here is more information about rubrics, their creation and their use.

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. Think of them answering the question, "What will be the demonstrations of understanding?" In other words, "What are the end goals of the lesson? How will we know what the students know?"

Rubrics are helpful in that they identify, in advance, the learning goals. Giving students the rubric at the beginning of the unit or lesson helps these learners to identify the learning goals and to see examples of performance. The standards contained in the rubric serve as models for the students and enhance understanding.

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

It serves as a "guiding document" in our backwards-planning process of unit and lesson creation. What should students be able to know and to do after exploring the lessons in your unit?



MS WORD version
 * [[image:lp2_09_rubric_fillable.jpg caption="Fillable PDF Unit Rubric"]] ||
 * Fillable PDF Unit Rubri ||

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


 * 2. RUBRICS for LESSONS -- Activity Rubrics**

The following types of assessment rubrics may be used to help students determine their performance for a given activity or sets of activities for a lesson:


 * [|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].

Rubrics have the power to guide our instructional choices as we design learning experiences in lessons. They are different from checklists and rating scales.


 * //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.

The same rubric form for units may be used for lessons, however, the listing of activities and descriptions of performance will be different.


 * 3. CONNECTING LESSONS and UNITS to ASSESSMENT -- Assessment Items**

As Project Evaluator Diane Schilder mentioned in Lesson Planning Workshop 1, assessing student understanding is part of the process of implementing (pilot teaching) the lesson.

We'll do this by creating a pre- and post- test for the group being taught the lesson and a group who is not (the comparison group). This will be the same "quiz" for all students.

Your lesson assessment will need to contain "nationally-referenced items" as well as questions/tasks that are particular to the lesson and unit. These "nationally-referenced items" come from already-given state and national exams; because there is information on how past students have done with these questions, we can compare our students to larger, national groups, as well as show their own learning over time.

More information about assessment and evaluation can be found on the Evaluation page and on the Lesson Planning #1 page.

**RESEARCHING PRIMARY SOURCES** Project Researcher Elizabeth Tousignant will explain how she can help each of us find those "golden nuggets" of primary sources.

Our mission will be to find sources that best match our lesson and unit goals. And to find little-seen and little-used primary sources, the digitization of which will help not only our students but the history-learning community. Elizabeth's PowerPoint presentation on Primary Sources -

We will brainstorm possible sources and create research plans to aid us in preparation of the November 2 Research Day!

Primary Source Requests on Index Cards
last updated 10/14/10 media type="file" key="lp10_psindexcards1.swf" width="766" height="435" Cards missing from: Maltais-Lafayette>Submitted, Napoli>Submitted, Corleto>Submitted, DeBari>Submitted, O'Donoghue>Submitted.

Michela DeBari - Medford
Braintree teachers will post separately in the Discussion tab for this workshop.