AT+Black+James

Samples of unit [|assessment timeline]. || * Peer Feedback || * Oral Presentation Scoring Guide ||
 * 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 time-line using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * * Brainstorming on 5 Themes
 * * K-W-L Chart || * Wiki Space Journal Entry || * Reflection paragraph ||
 * * Quick write || * Think Pair Share || * K-W-L Chart, Learned ||
 * * Questioning || * K-W-L Chart || * Presentation Rubric ||
 * || * Web Diagram || * Peer Feedback ||
 * || * Group Summary || * Questioning ||
 * || * Questioning ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * K-W-L Chart || Students develop classroom and individual Know-Want to know-and Learned Charts about the five themes of geography. Students use these to access prior understanding, brainstorm ideas, think about questions to research, and reflect on their learning. I will use the K-W-L initially to gauge readiness and interest in the topic and then during the unit to promote || Formative || Qualitative || NA ||
 * Peer Feedback || Students use the scoring rubric to give feedback to their peers about their power points. They do not score each other, but rather highlight the descriptions in the scoring guide that correspond to the power points, citing evidence from the presentations. The focus on peer feedback is on improvement, not judgment. Constructive criticisms. || Formative || Qualitative || NA ||
 * Oral Presentation Rubric || Students create and deliver a presentation in the form of a power point, using the Oral Presentation Rubric to help prepare for the presentation or production portion. The teacher uses it to assess the oral presentation. || Summative || Quantitative || 20% ||
 * Product Rubric || Students create a power point presentation and will be graded on the content of the product according to the Product rubric provided. || Summative || Quantitative || 20% ||
 * Questioning || Teachers use questioning strategies to monitor student progress, probe for understanding, and engage students in higher-order thinking. Teachers question students when circulating during group and individual work time as well as during conferences. Teachers also return to Curriculum-Framing Questions throughout the project to analyze student understanding. || Formative || Qualitative || NA ||
 * Brainstorming || Students use brainstorming to access prior knowledge. Teacher uses it to gauge readiness for medieval study. || Formative || Qualitative || NA ||
 * Discussion || Frequently throughout the unit, students discuss relevant topics to activate background knowledge. Notes on students’ contributions to the discussion are used to plan instruction and to provide individual and group feedback. || Formative || Qualitative || NA ||
 * Reflection || In this end-of-unit reflection, students assess their own learning during the unit and set goals for future learning experiences. The teacher and students use this information to track learning throughout the year. || Formative || Qualitative || NA ||
 * Wiki Journal || Students write on their Wiki journals throughout the unit to explore their thoughts on a variety of subjects. The information from these journal entries is used to provide individual and group feedback as students work on their projects. || Summative || Quantitative || 10% ||