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Assessments are keys to first ensuring the base knowledge that students have, then for
verifying students are gaining the knowledge as the knowledge is being gained and finally to
verify the all of the objectives set forth at the beginning have been realized in the end. These
assessments can and should take many forms to provide students with a variety ways to show
that they are learning..
For this unit there was a 15 question traditional summative pre-assessment, albeit one
with questions that tied to a variety of standards. The questions ranged from the Enlightenment
through the French Revolution. The questions aligned with history standards and objectives.
Specifically, the enlightenment goals and objectives about major world philosophies including
the enlightenment. The objectives asked students to present on the enlightenment thinkers and
write responses about how those thinkers would view their school. The questions on the French
Revolution connect to the objectives of that unit. These included questions relating to the goals
and objectives about the third estate, the declaration of the rights of man and citizen, the reign of
terror and Napoleon.
In order to ensure that the pre and post assessments could be accurately compared, I used
identical assessments. That way when analyzing the results, I would have clear comparisons and
be able to accurately quantify growth through the unit.
Throughout the unit, I employed a variety of assessment types to ensure that the students
had learned the material. For the pre and post assessments, I utilized a traditional assessment.
Throughout the unit I utilized formative assessments for a variety of objectives, in order that I
could adjust my teaching to make sure that all students were engaged and learning the material
and skills. Each lesson contained objectives for content, literacy or numeracy, and democracy or
21st century skill. Each of these objectives were aligned with a formative assessment. These
included written work, observed performance, including presentation and discussion, created
images and drawings and other works that demonstrated their understanding of the materials and
skills of the unit.
I used authentic assessment as well. One example had students writing descriptions of
what the enlightenment philosophers would think about Fossil Ridge High School. I also had a
number of self assessments throughout the unit. Often these were included on tickets out the
door, which asked students to rate their understanding of the lesson's contents and write
questions that they had about the material. On occasions I included a fist-to-five for students to
show me where they were at in the midst of a lesson.
I also included peer assessment, generally related to collaborative projects and activities.
In these circumstances I included peer as well as self assessment. These were sheets that also
asked for reflection from students on how they could do better o the project and how they could
improve their work as a team.
I also included questions for students about the assessments themselves. Did the
assessments demonstrate your learning? How could assessments better reflect your learning? The
responses will be helpful in crafting future assessments.
The alignment of the assessments follows from the objectives, which are directly aligned
to the standards. The assessments are aligned with three different standards, namely content
standards, literacy and numeracy standards, and democracy and 21st century skills standards.
Though varied in type, the assessments are created to demonstrate that the students have met the
objective. The assessments are also clear, in that students are told or shown what the assessments
are and what their completion looks like. I ask students to put it in their own words to ensure