assessment photo album-r. phillips

Walden University: EDUC 6731Assessment for Student Learning

Dr. Edward GriffinFebruary 17, 2013

Assessment Photo Album

Ryne K. Phillips

World History/Washington State History

Grades 10-11

Washington State: Role in World War II

O Overview of Unit:O Students will evaluate and analyze Washington State’s

role in being an essential role in World War II. More specifically, the essential role Washington State played in the creation of the atomic bombs that were dropped on Japan. Students will debate the issue of whether dropping the bombs on Japan to end WWII was morally justified and if it was the best decision or not.

O Understandings:O SWBAT: Understand there are two viewpoints to the

story when dealing with warfare.

O SWBAT: Analyze and explain the effects of atomic technology used in warfare.

O SWBAT: Explain the role of the Hanford Nuclear Site in Washington State during WWII.

Essential Knowledge

O Students Will Know:

O The basic

construction process

of an atomic bomb.

O The difference

between primary

and secondary

sources.

O The devastation and

capabilities of atomic

energy.

O Students Will Be Able

To:

O Analyze and infer

historical sources.

O Evaluate and critique

arguments on the

decision to drop the

bombs on Japan.

O Debate their position

on the conclusion of

WWII.

O Predict the possibility

that the bombs

actually saved lives in

the long run.

Interdisciplinary Unit: Learning Goals/Standards

O Washington State Social Studies Standards:

O 4.1.2: Understands how themes and

developments have defined eras in Washington

State and World History by: World War II (1939—

1945).

O 4.3.1: Analyzes and interprets historical materials

from a variety of perspectives in Washington

State or World History.

O 5.1: Uses critical reasoning skills to analyze and

evaluate positions

O 5.2: Uses inquiry-based research.


O Washington State Writing Standards:

O EALR 2. The student writes in a variety of forms for different audiences and purposes. O 2.1.1: Applies understanding of multiple and varied

audiences to write effectively.O Identifies an intended audience.

O Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience).

O Respects the cultural backgrounds of potential audiences (e.g., topic, word choice, perspective).

O Describes how a particular audience may interpret a text (e.g., eliminating biased language that might be offensive to the audience). Anticipates and addresses readers’ questions or arguments.


O Washington State Communication Standards:

O EALR 1: The student uses listening and observation skills and strategies to gain understanding.

O Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

O 1.2.1 Evaluates effectiveness of and creates a personal response to visual and auditory information.

O Compares literal and implicit meaning to respond to a statement.

O Constructs personal meaning from visual and auditory information (e.g., Social Studies: the connection between the rhetoric of the leaders of independence movements in Africa with images of people living and working in these emerging nations).

O Critiques effectiveness of rhetorical information (e.g., peer presentations, political speeches and arguments).


O Washington State Reading Standards:

O EALR 2: The student understands the meaning of what is read.O 2.4.3 Analyze and evaluate text for validity and accuracy.

O Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue).

O Judge the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, author’s credibility to defend the evaluation.

O EALR 3: The student reads different materials for a variety of purposes.O 3.1.1 Analyze web-based and other resource materials (including primary

sources and secondary sources) for relevance in answering research questions.

O Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals).

Essential QuestionsO What is the relationship between Washington

State and World War II?

O Examples: Hanford Nuclear Site, Internment Camps, Boeing

O Why did the United States enter World War II?

O Events: Pearl Harbor

O How did this event shape our decision to drop the bombs?

O Was dropping the atomic bombs on Japan morally justified and did it actually save lives for both sides in the long run?

Methods of Assessment

O A variety of assessments will be used

throughout this entire unit to evaluate

student learning and understanding.

O Assessments will serve multiple purposes:

O Student’s understanding of essential

knowledge.

O Student’s progress of enduring

knowledge.

O Immediate student and teacher

feedback.

Assessment TasksO Assessment varieties are a critical part of this

unit and the following will be implemented:

O Diagnostic/Pre-Assessments

O Family/Community Assessments

O Formative: Self-Assessments

O Formative: Stated Propositions

O Performance Based Assessment: Debate and

Essay

O Summative: Paper and Pencil

Diagnostic/Pre-AssessmentO This particular assessment will be done before the

unit begins. Pre-Assessments never hurt nor help your grade. These assessments allow the teacher to see what prior knowledge students have about WWII. It will consist of a variety of test questions of general information about WWII.

O Example Test Questions:

O Who was the U.S. fighting during WWII?

O What event caused the U.S. to enter the war?

O How did the war eventually come to an end?

O What was Washington State’s role in WWII?

O When and where were the atomic bombs dropped on Japan?

Family/Community Assessment

O These assessments are important because it allows the family and community to get involved in the unit and participate in any possible.

O This assessment will require students to take a questionnaire hope to be completed by their parents/guardians.

O I will ask the parents/guardians to voice their thoughts, concerns, opinions, advice, knowledge, special interests, and questions they have about this controversial topic as well as WWII.

O Particularly this questionnaire will trying to locate any “expert” family or community members that may contribute and add special insight to this unit.

Formative: Stated PropositionO Stated Proposition:

O “If the United States had not dropped the atomic

bombs on Japan during World War II, the war

would have been prolonged, resulting in a

greater number of casualties on both sides of

the war.”

O Throughout the entire unit the students will be

able to answer a variety of questions related to

and based on this stated proposition. There will

also be other stated propositions throughout the

unit.

Performance Based Assessment: Essay

O World War II & Atomic Bombs: Reflective

Essay

O One of the performance tasks of the unit will a

reflective essay. The essay will be asking the

students to provide examples of knowledge, both

factual and argumentative, presented to them and

if there originally stated opinion of dropping the

bombs on Japan changed at all throughout the

unit. The students will be asked to evaluate their

efforts and contributions to the debate as well as

in-class discussions.

Performance Based Assessment: RubricO World War II: Reflective Essay Rubric

Expectation

s

Exceeds

Standard: 4

Meets Standard:

3

Nearly Meets Standard:

2

Below Standard:

1

Engages

the reader

by

establishin

g a context

and

analyzing a

situation

Effectively identifies

a condition, a

situation, or an

issue that

addresses the

prompt. Insightful

analysis conveys

significance of the

condition, situation,

or issue.

Clearly identifies

a condition, a

situation, or an

issue that

addresses the

prompt. Analysis

conveys

significance of

the condition,

situation, or

issue.

Identifies a condition, a

situation, or an issue but

does

not adequately address

the

prompt. Attempts to

convey analysis.

Identifies a

condition, a

situation, or an

issue but

does not address

the

prompt. Lacks

analysis.

Uses a

range or

writing

strategies

Skillfully selects

and uses a range

of writing strategies

such as comparing

and contrasting,

using concrete

details, description,

creating a scenario.

Accurately

selects and uses

a

range of writing

strategies such

as comparing

and contrasting,

using concrete

details,

description,

creating a

scenario.

Attempts to use a range

of

writing strategies such as

comparing and

contrasting,

using concrete details,

description, creating a

scenario.

Writing strategies

are used

ineffectively.

Performance Based Assessment: Reflective Essay Rubric Cont.

Creating an

organizing

structure

The response is

skillfully

organized from

beginning to end;

this organization

can be, but is not

necessarily,

sequential. This

includes an

opening, body,

and closure that

are complex.

The response is

clearly

organized from

beginning to

end; this

organization can

be, but is not

necessarily,

sequential. This

includes an

opening, body,

and closure.

The response

includes an

opening, body,

and closure;

however, one or

more of these

elements is not

fully developed.

Writing strategies

are used

ineffectively.

Demonstrates

understanding

of English

language

conventions

Demonstrates

consistent control

of grammar,

usage,

punctuation,

sentence

construction, and

spelling.

Demonstrates

control of usage,

grammar,

punctuation,

sentence

construction, and

spelling.

Occasional errors

do not

usually interfere

with meaning.

Demonstrates

some control of

usage, grammar,

punctuation,

sentence

construction, and

spelling. Frequent

errors interfere

with meaning.

Demonstrates

little control of

usage, grammar,

punctuation,

sentence

construction, and

spelling.

Numerous errors

interfere with

meaning.

Performance Based Assessment: Debate

O World War II: Atomic Bomb Debate

O The other performance based assessment will be

in the form of an in-class debate. Each student

will discuss their findings on the stated

proposition and present their evidence. Students

will be using primary and secondary sources as

well as their own opinions to argue for or against

the stated proposition. They will need to back up

their arguments with historically accurate

information and also refute any argument against

their standpoint.

Performance Based Assessment: DebateO World War II: Atomic Bomb Debate Rubric

CATEGOR

Y

Exceeds

Standard: 4

Meets Standard:

3

Nearly Meets

Standard: 2

Below Standard: 1

Informatio

n

All information

presented in the

debate was clear,

accurate and

thorough.

Most information

presented in the

debate was clear,

accurate and

thorough.

Most information

presented in the debate

was clear and accurate,

but was not usually

thorough.

Information had

several inaccuracies

OR was usually not

clear.

Use of

Facts

and/or

Statistics

Every major point

was well supported

with several

relevant facts,

statistics and/or

examples.

Every major point

was adequately

supported with

relevant facts,

statistics and/or

examples.

Every major point was

supported with facts,

statistics and/or

examples, but the

relevance of some was

questionable.

Every point was not

supported.

Presenta-

tion Style

Student

consistently used

gestures, eye

contact, tone of

voice and a level of

enthusiasm in a

way that kept the

attention of the

audience.

Student usually

used gestures,

eye contact, tone

of voice and a

level of

enthusiasm in a

way that kept the

attention of the

audience.

Student sometimes

used gestures, eye

contact, tone of voice

and a level of

enthusiasm in a way

that kept the attention of

the audience.

Student had a

presentation style

that did not keep the

attention of the

audience.

Performance Based Assessment: Debate Rubric Cont.

Understanding

of Topic

The student

clearly

understood the

topic in-depth

and presented

their information

forcefully and

convincingly.

The student

clearly

understood the

topic in-depth

and presented

their information

with ease.

The student

seemed to

understand the

main points of

the topic and

presented those

with ease.

The student did

not show an

adequate

understanding

of the topic.

Rebuttal All counter-

arguments were

accurate,

relevant and

strong.

Most counter-

arguments were

accurate,

relevant, and

strong.

Most counter-

arguments were

accurate and

relevant, but

several were

weak.

Counter-

arguments were

not accurate

and/or relevant.

Summative: Paper and PencilO Summative assessments are similar to pre-

assessment except they do impact the student’s

grade.

O These assessments will use the stated propositions

to create a variety of questions consisting of

true/false, multiple choice, fill in the blank, matching,

and short essay.

O Example Short Essay Question:

O Explain and describe three specific reasons why or

why not, using historical evidence, the decision by the

United States to drop the atomic bombs on Japan was

morally justified and may have actually saved lives in

the long run for both sides of the war.

Paper and Pencil Assessment: Example Questions

O True True/False

O The United States decision to drop the atomic

bombs on Hiroshima and Nagasaki, Japan during

World War II significantly shortened the war and

ultimately decreased the number of casualties for

both sides of the war. True or False.

O False True/False

O The United States decisions to drop the atomic

bombs on Hiroshima and Nagasaki, Japan during

World War II lengthened the war that ultimately

resulted in more casualties for both sides of the

war. True or False.

Paper and Pencil Assessment: Example Questions Cont.

O Fill In The BlankO Many factors played an important role that caused the end of World

War II. However, the most important factor that played a significant role in ending the war was ___________________________________________________ because it forced the Japanese to ultimately surrender. As a result of this event and the Japanese surrender, many casualties were spared on both sides of the war.

O Multiple ChoiceO What would have been the ultimate result if the United States decided

not to drop the atomic bombs on Hiroshima and Nagasaki, Japan and decided to instead continue a planned amphibious attack and invasion?

A. World War II would have been shortened, resulting in many casualties being saved.

B. The Japanese would have surrendered quickly, resulting in many casualties saved.

C. World War II would have been lengthened, resulting in many more casualties.

D. The United States would have been victorious, resulting in minimal casualties lost.

Assessment Photo Album: Group Project Rubric

O The rubric was created through contributions from each group

member. We made revisions and suggestions to make the final

product.CATEGORY Exceeds Expectations:

4

Meets

Expectations: 3

Needs

Improvement: 2

Intervention Required:

1

Content Covers topic in-depth

with details and

examples. Inferences

and applications go

beyond what was

explicitly taught.

Includes:

-2 or more diagnostic

assessments with family

information

-2 or more formative

assessments with

opportunity for student

reflection

-Variety of summative

assessments with

rubrics.

Assessments match all

learning goal categories.

Includes essential

knowledge about the

topic. No major

omissions regarding

the information

taught. Includes:

-1 diagnostic

assessment with

family information

-A formative

assessment with

student reflection

-Paper Pencil

Summative

-Performance task

with Rubric

Includes essential

information about the

topic but uses limited

details and

processes.

Assessments match

2 or 3 learning goal

categories. Missing a

diagnostic, formative,

or summative

assessment

Content is minimal and

displays only a limited

understanding.

Assessments match 2

or less learning goal

categories. Missing 2 or

more assessment

types.

Organizati

on

Content is well organized

with a clear connection

among assessments.

Content is logically

organized and

sequenced.

The overall

organization of topics

is lacking at times.

Limited or no clear or

logical organizational

structure.

Assessment Photo Album: Group Project Rubric Cont.

O The rubric was created through contributions from each group

member. We made revisions and suggestions to make the final

product.CATEGORY Exceeds

Expectations: 4

Meets

Expectations: 3

Needs

Improvement: 2

Intervention Required:

1

Presentatio

n

All learning goals and

standards are clearly

identified. Masterful

inclusion of 21st

century learning.

Accurately and

consistently

incorporate APA

standards.

All learning goals

are identified.

Adequately

includes 21st

century learning.

Reflects APA

standards and

quality.

Learning goals are

unclear at times.

Limited inclusion of

21st century

learning.

Somewhat includes

APA standards.

Learning goals are

unclear or missing.

Does not include 21st

century learning.

Does not include APA

standards.

Technology Uses a wide and

varied range of

technology to inform

and create

enthusiasm for the

unit. Graphics and

text size explain and

reinforce screen text

and presentation

(NCSU, 2012).

Effectively uses

technology to

inform students of

the units various

assessments.

Graphics and text

relate to and

support text and

presentation

(NCSU, 2012).

Technology adds

little engagement or

the communication

of assessments is

somewhat unclear.

Occasionally uses

graphics that

support text and

presentation

(NCSU, 2012).

Technology does not

engage students and

does not

communicate

assessments. Uses

superfluous or no

graphics to support

text and presentation

(NCSU, 2012).

Student Scores and Reflection

Type of Assessment Score: 0-4 Comments/Reflection:

Diagnostic: Pre-Assessment

Family/CommunityAssessment

Formative: Self-Assessment

Formative: Stated Propositions

Performance Based Assessment: Debate

Performance Based Assessment: Essay

Summative: Paper and Pencil

Walden University Application Scores

Weekly Application Number

Score: 0-4 Comments/Reflection:

Week 1 Application 3.5 Did not meet all

requirements


requirements


requirements

Week 4 Application 4.0 Met all requirements


requirements

Total Score 17.25/20

assessment photo album-r. phillips

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