Assessment Photo Album
Beverly Colvin
Language Arts
7th Grade
Overview of Unit
•This unit is about character and point of view. We never take the time to look at a person’s character and how it affects his/heractions or even our own. Stories can be told from many points of view, but the point of view allows us to see different thingswithin the story and its characters.
•Students will understand
Stories can be told from any point of view.
Character traits help develop characters and drive the story
The order in which events happen is sequential order
•Students will be able to
–Apply the writing process and draft and revise a narrative from a different perspective.
–Apply different reading strategies to identify plot and character.
–Develop a timeline for events in the story
State and National Standards
•English
•USA- Nat. Council of Teachers of English: Standards for the EnglishLanguage Arts Standard 1.: Students read a wide range of print andnonprint texts to build an understanding of texts, of themselves, and of thecultures of the United States and the world; to acquire new information; torespond to the needs and demands of society and the workplace; and forpersonal fulfillment. Among these texts are fiction and nonfiction, classicand contemporary works. Standard 7.: Students conduct research on issues and interests bygenerating ideas and questions, and by posing problems. They gather,evaluate, and synthesize data from a variety of sources (e.g., print andnonprint texts, artifacts, people) to communicate their discoveries in waysthat suit their purpose and audience. Standard 12.: Students use spoken, written, and visual language toaccomplish their own purposes (e.g., for learning, enjoyment, persuasion,and the exchange of information).AL- Alabama Course of Study Standards Subject : English Language Arts Grade : Grade(s): 7 Standard : 2.) Relate literary elements and devices to each other,including main idea and supporting details, climax, point of view, andimagery. Detail : • Determining moodStandard : 6.) Analyze nonfiction, science fiction, mystery or suspense,fantasy, and adventure for distinguishing characteristics. Detail : • Classifying plot elements as exposition or hook, conflict, risingaction, climax, falling action, or resolutionStandard : 9.) Compose in descriptive, narrative, expository, andpersuasive modes with a thesis sentence and introductory, supporting, andconcluding paragraphs when appropriate. Detail : • Using transitional words and phrases for coherence
•Social Studies
•USA-National Council Standards for SocialStudies: Expectations of Excellence: CurriculumStandards for Social Studies
•Standard I: Culture – Social studies includesexperiences that provide for the study of cultureand cultural differences.
•Standard III: People, Places, and Environments –Include experiences that provide for the study ofpeople, places and environments.
•AL – Alabama Course of Study Standards.Subject: Social Studies (Civics) Grade 7
•Standard 9 – Identify individual and civicresponsibilities of citizens of the United States.
•Standard 11 – Describe examples of conflict,cooperation, and interdependence of groups,societies, and nations using past and currentevents.
Essential Questions
There are questions that are basic in this unit and some that really require deep thought. These aresome of the questions you should think about while reading and add others that you come upwith on your own.
What point of view is the story told from?
Why is it important for the main character to get the scholarship?
What are the problems the main character and her family encounter?
What character traits do the main character and her family exhibit?
Why does the main character hear the conversation about the scholarship jacket?
What is the main thing that was said about the scholarship jacket?
What is the difference between the main character culture and your culture?
What right does the main character almost lose because of her nationality? Who is on her side?
Purpose and Expectations of Unit
Dear Students,
In this unit, we will take a look at and evaluate character,point of view, and culture. You will use this photo assessmentto guide you as we study this unit. This photo album will letyou know of the assessments and what to expect on theassessments. You may ask questions throughout the unit, and Iwill be sure to answer questions you have with a promptresponse. I am very much looking forward to this unit and thelearning we are doing.
Ms. B. Colvin
Assessments
•#1 Diagnostic Assessment
•#2 Pre-Assessment - Formative Assessment
•#3 Exit Slips - Formative Assessment
•#4 Quiz – Formative Assessment with StatedPropositions
•#5 Speech Writing and Delivering –Performance Assessment
#1 Diagnostic Assessment
•Family Survey
–What impact will academics have on your child’slife?
–Do you value education in your home?
–What traditions in your family are special and youpractice?
–What do you want different for your child thanyou had growing up?
#2 Pre-Assessment
•Pre-Assessment
–What is character?
–How does character affect a person?
–What things affect the plot of a story?
–How many points of view can a story be toldfrom?
–What is sequential order?
–What does eavesdrop and agile mean?
#3 Exit Slips
•The exit slips are for students to turn in at theend of class that will state any of thefollowing:
– what they do not understand from class
– questions they would like to have answers to
– comments they would like to have shared withthe class
Formative Assessment withProposition Question
•Proposition
When authors write they have the advantage ofwriting from any point of view s/he chooses. Thenarrator in the story chooses the first person point ofview. The narrator desires to have a scholarship jacketin the story and has many reasons for this desire.
True True/False
False True/False
Short Answer or Fill-in-the-Blank
Multiple-Choice Item
Essay
#5 Speech Writing – PerformanceAssessment
•When the story is complete, students will berequired to write an acceptance speech onbehalf of the main character. The speech willbe to accept the scholarship jacket. You willhave certain requirements to fulfill in thewriting of the speech. Use the rubric to ensureall requirements are fulfilled.
Rubric for Speech
ExceedsExpectations(3 points)
MeetsExpectations(2 points)
Needs MoreTime (1 point)
Organization
Speech written fromMartha’s point ofview only; ideas areclearly organized,supported, andpurpose for speech areclear. Introductiongets the attention ofthe audience; mainpoints are identifiedand clear; conclusionties back to theintroduction
Speech written fromMartha’s point ofview with little or noother point of viewpresented; purpose forgiving speech clear,but ideas in speechnot well developedand/or lack supportingdetails; transitions areawkward; conclusionneed moredevelopment
Speech not writtenfrom Martha’s pointof view; purpose forgiving the speech isnot clear; difficult toidentify main points;needs transitions; lacka conclusion or do notknow when it hasended and does not tieback to introduction.
Rubric for Speech (con’t)
ExceedsExpectations (3points)
Meets Expectations(2 points)
Needs More Time(1 point)
Audience
Effectively keeps the attentionof the audience; adjusts speechbased on audience feedback(verbal and nonverbal), andprovides examples to keepaudience interested.
Effectively keeps the attentionof the audience most of thetime; occasionally may adjustspeech based on audiencefeedback (verbal andnonverbal), and provides anexample or two to keepaudience interested.
Does not effectively keep theattention of the audience; doesnot adjust speech based onaudience feedback (verbal andnonverbal), and does notprovide any examples to keepthe interest of the audience.
Content Knowledge
Student has backgroundinformation about the narrator,addresses why the scholarshipjacket is important to thenarrator, addresses thestruggles of the narrator toreceive the jacket, how shemaintained her characterthrough it all, gives three ormore supporting details foreach main idea, and uses notecards for reference only.
Student has partial backgroundinformation about the narrator,gives an excuse about why thescholarship jacket is importantto the narrator, limiteddiscussion of the struggles ofthe narrator to receive thejacket, does not discuss howshe maintained her characterdespite her obstacles, givesone or two supporting detailsfor main idea, overdependenceon note cards observed.
Student has no backgroundinformation about the narrator,no understanding about whythe scholarship jacket wasimportant to the narrator,sketchy discussion of thestruggles of the narrator toreceive the jacket, does notaddress how she maintainedher character despite theobstacles, and has nosupporting details for the mainideas given and is totallydependent on note cards.
Rubric for Speech (con’t)
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Need More Time
(1 point)
Language Used
Language is familiar andaudience can identify with it;no slang or clichés used.
Language is slightly familiarto audience; limited slang orclichés are used.
Language is unfamiliar toaudience; slang and/or clichésused frequently.
Delivery
Speaker has a strong voice,speaks clearly, no slouching,maintains eye contact with theaudience, does not rushthrough speech and hasconfidence in speaking ability.
Speaker has an uneven voice,does not speak clearly onconsistent basis, slouchesoccasionally, inconsistent eyecontact with the audience,rushes through some parts ofthe speech, unsure sometimesin speaking ability.
Speaker has a weak voice,audience unable to hear and/orunderstand speaker, no eyecontact, looks at the floor,rushes through entire speech,and no confidence in speakingability.
Student’s Grade Sheet
Total Possible
Total Earned
Pre-Assessment
N/A
N/A
Exit Slips
10
Speech Writing
40
Paper-and-Pencil
50
Total Points
100
Assessment Photo Album (GroupProject)
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Learning goals matchedto assessment methods
Incorporates 21st centuryskills of thinking criticallyand creatively whileobtaininginformation/evidence ofstudent learning.
Multiple assessments(pictures) that vary in typeto make inferences fromevidence.
Authentic opportunities ofreal-life application ofknowledge and skills thatgives students theopportunity to work intheir own learningpreferences.
Various methods andapproaches for obtaininginformation/evidence ofstudent learning.
Includes a variety ofassessments to makeinferences from evidence;a photo album, not asingle picture.
Provide opportunities forauthentic application ofknowledge and skills.
One method or approachof obtaininginformation/evidence ofstudent learning.
A single picture.
Non-authenticopportunities forapplication of knowledgeand skills.
Assessment Photo Album (GroupProject) Con’t.
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Diagnostic assessments (pre-assessments)
Multiple pre-assessments thatinvolve a student’s family orcommunity.
Multiple opportunities ofreflection.
Used in multiple forms more thanat the beginning of a unit.
At least one that providesinformation about a student’sfamily or community.
Enables reflection on thestudent’s part.
Ungraded.
Given at the beginning of theunit, identify misconceptions, skilllevels, interests, reveals learningpreferences.
Purposeful with a clearly focusedidentified target.
May include: pre-tests, skillchecks, concept maps, drawings,KWL charts
Does not include informationabout the student’s family.
Does not provide reflection forthe students.
Graded.
Does not identify misconceptionsor skills levels, interests, orlearning preferences.
Not focused on an identifiedtarget.
Assessment Photo Album (GroupProject) con’t
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Descriptions of formativeassessments
Multiple assessments in multipleforms to reach the multiplelearning preferences of thestudents.
Involve the students in theformation of the assessmentmechanism by suggestions or thetest, performance assessments,co-constructing rubrics, andrecord keeping.
Descriptive feedback related tothe criteria is given.
Followed up with high-qualitycorrective instruction to helpstudents remedy whateverlearning errors are identified
Ongoing assessments that areused to constantly monitor theprogress of the students and toinform the instruction of theteacher.
Involve the students in theformation of the assessmentmechanism in at least one way sothat students know their learninggoals.
Students self-assess their ownperformance.
Feedback related to the criteria isgiven.
Followed up with correctiveinstruction.
Are not ongoing assessments.
Does not involve students in theformation of the assessmentmechanism. Students do nothave clear learning goals.
Students are not given anopportunity to self-assess theirown performance.
Non-specific feedback (A, 82%,etc.).
Not followed up with correctiveinstruction.
Assessment Photo Album (GroupProject) con’t
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Outline of performanceassessment (summativeassessment)
Build upon the knowledgestudents already have in orderfor transfer to take place.
Includes backward mapping.
Students are involved in regularfeedback and experienceconstructive corrective teaching.
Includes scaffolding.
Adapted to all different learningstyles (ex. Visual, auditory,kinesthetic).
Includes a broad mixture oftesting components (ex.constructed response, multiplechoice, performance, fill in theblank).
Authentic application related to areal-world situation that engagesall students and allows for deeperunderstandings to be shown.
Given at the beginning of theunit.
Frame the essential questions.
Includes the ability for studentsto transfer knowledge.
Provides regular feedback to thestudent.
Adapted to most all areas oflearning styles.
Includes at least two testingcomponents (ex.: constructedresponse, multiple choices,performance, fills in the blank).
The assessment is mostlyauthentic and students areengaged.
Not given at the beginning of theunit.
Not focused on the essentialquestions.
Lack of regular feedback.
Focuses mainly on one learningstyle.
Only one testing component isincorporated into assessment.
The assessment is not authenticand has no relevance to a real-world situation. Assessmentpieces do not provide engagingactivities for students.
Assessment Photo Album (GroupProject) con’t
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Provides clear and focused goalsthat are well explained.
Written in kid language.
Students take part in co-writingthe rubric.
Students are given anopportunity to self-evaluate, andadjust.
Provide students feedbackcomments that include actionsteps to improve the assessment.
Multiple models of students workat varying ability levels(excellence and poor) areprovided and discussed withstudents.
Specifically aligned with learninggoals.
Understandable to students.
Students are informed for what isexpected.
Students are given anopportunity for self-adjustment.
Feedback comments areincorporated.
Models of student work areprovided and discussed withstudents.
Vague relation to learning goalsand enduring understandings.
Written in adult language.
Uninformed receiver.
Lacks the opportunity forstudents to gain insight fromfeedback and adjust.
Feedback is not incorporated.
No models of student work areprovided.
Revisions to Photo Album