AT+Stevens+Cindy

Samples of unit [|assessment timeline].
 * ** Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * * questioning || * interactive writing || * final assessment project rubric ||
 * * t-chart || * graphic organizers || * final assessment oral presentation rubric ||
 * || * role-playing observation || * revisit/revise pre-unit t-chart ||
 * || * peer feedback ||  ||
 * || * conferences ||  ||
 * || * poster rubric ||  ||
 * || * diary developmental writing rubric ||  ||
 * || * probing questions ||  ||

The teacher uses the rubric to assess the product. || Formative/Summative || Quantitative || 3 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * questioning for prior knowledge || The teacher uses questioning to access students’ prior knowledge and to monitor their understanding of concepts. Students are encouraged to ask each other questions for clarification and to challenge each others ideas. || Formative || Qualitative || 1 ||
 * Pre-post unit T-chart || The teacher uses this graphic organizer to record current knowledge and to uncover misconceptions. Students use T-charts to make connections and to compare and contrast information. || Formative || Qualitative || 1 ||
 * Interactive writing || The teacher and the students "share the pen" as they record on a chart. Through this method the teacher can assess student thinking as well as support writing skills. || Formative || Qualitative || 1 ||
 * Graphic Organizers || The teacher uses graphic organizers to assess if students understand the concept and are able to articulate and justify their answers. Students use graphic organizers as visual representations of their thoughts. They use them to organize and interpret data. Specific organizers used are a Venn Diagram for version comparison and story element organizer for fairy tale elements. || Formative || Qualitative || 2 ||
 * Role-playing observation || Observation helps the teacher to check each student's current understanding and determine if reteaching is necessary. || Formative || Qualitative || 1 ||
 * Peer Feedback || Students use peer feedback to seek assistance when reviewing each others' work || Formative || Qualitative || 1 ||
 * Poster Rubric || Students self-assess using the rubric.
 * Diary Developmental Writing Rubric || The MSAD9 Developmental Writing Rubric as a snapshot to assess students' writing levels and to plan future writing instruction. || Formative/Summative || Quantitative || 2 ||
 * Probing Questions || Probing questions are used to assess students' ability to make connections, think critically, and justify answers with evidence from the fairy tales introduced and read. || Formative || Qualitative || 1 ||
 * Final assessment project rubric || The teacher uses the scoring guide to assess the final project product. || Summative || Quantitative || 3 ||
 * final assessment oral presentation rubric || The teacher uses the scoring guide to assess the final oral presentation. || Summative || Quantitative || 3 ||