Assessment Profile

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Assessment, Grading, and Data Profile
Adam Zarotney
Professor Williams
EDU 429 – Fall 2019

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Part One: The Purpose and Principles of Quality and Effective

Assessment
What is assessment?
• Assessment is used to evaluate student understanding through a myriad
of different methods and strategies. However, the most common
methods we see in classrooms today are test, quizzes, homework, and
writing assignments.
• Assessing students offers teachers way to maximize learning and
minimize strategies that may not lead to student understanding.
• Educators assess to gather evidence of student learning to make
decisions about the way present materials, and
Different types of assessment:
- Formative:
o Is an assessment that is on-going and student based, student fed.
o Is assessment that gives rapid and informative feedback to
students that they can understand, and apply immediately to their
learning.
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o Is assessment that allows the teacher to evaluate what students
can and cannot do on a daily basis so they are not relying on the
impact of test.
o Examples of formative assessment:
▪ Journals
▪ Pre-Test
▪ Portfolios
▪ Visual Organizers
▪ Student Conferences
- Interim:
o Is assessment that marks the middle ground of a student’s
learning during a school year, semester, quarter, semester, unit
or week.
o Offers students, teachers, and administration data points to
evaluate learning over time, without the punishment of grades.
o Tracks student progress, shows what needs to be addressed and
shows where and when students can either advance or not in
their learning.
o Used to evaluate and make decisions about curriculum,
instruction, and summative assessment.

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o Examples of Interim Assessment:
▪ PRE-TEST
▪ State Test
▪ Post Unit Test
▪ Rubrics
▪ Local Benchmarks
▪ Curriculum Based Measures
- Summative:
o Is what we think of as the “norms” when it comes to assessment.
o This assessment evaluates learning through a broader snapshot
of what students should have learned.
o Examples of summative assessment:
▪ End of Unit Test
▪ Benchmark Test
▪ End of Semester Grades
▪ Statewide Assessment
▪ School Improvement Planning
Assessment for Learning, Assessment of Learning:
As stated in “Classroom Assessment for Student Learning”, both assessment
of and for learning have their places in the classroom. Assessment of

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learning is simply the assessments that happen after a student has been
taught or supposed to have learned something. Assessment for learning is
assessment that goes on while learning is in progress very similar to
formative and summative assessment. Stiggins writes that,
“Each one reveals student increments of achievements, and how to do better
next time. On these occasions, the grading function is laid aside. This is not
about accountability – those are the assessments of learning. This is about
getting better”.
Assessment must be student centric, clear and concise, and applicable for
student use, so that students and teachers can gauge whether or not students
are actually learning. Assessment for learning encourages both student and
teachers to collaborate, and provides them with the tools to self-assess.
Stiggins contends that assessment of learning, provides more tools for
students to be successful and grow in their independence of their learning. It
also shows that learning is a process, which is absolutely true. Student
centric approaches usually yield better results.
A Balanced Assessment System:
“THE GOAL OF A BALANCED ASSESSMENT SYSTEM IS TO ENSURE THAT ALL
ASSESSMENT USERS HAVE ACCESS TO THE DATA THEY WANT WHEN THEY NEED
IT.” (STIGGINS 2009)

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The parts of a balanced system:
1. On-Going
a. This type of assessment can be called formative, or assessment
for learning.
b. Used mostly for student and teacher knowledge about where a
student currently is in learning.
2. Periodic
a. Provides concrete information of learning from different types of
assessment.
b. Used by teachers and administrators.
3. Annual
a. Used to evaluate what students know by school districts and
states.
b. Also, can be used to change curriculum, and make district wide
educational decisions.
In my classroom:
Practices I will use in my classroom to make sure that assessments are fair,
and student centered.

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- Students will have multiple options in which to show their
mastery of a subject.
▪ Providing students with alternatives to normal
assessment, that may better fit student understanding.
- Students will have ample opportunities to be evaluated without
the consequences of failing.
▪ Eliminating students being afraid of grades, can and will
make them more likely to show creativity and true
understanding.
- Have clear, and understandable learning goals that match
standards.
▪ CLEAR DIRECTIONS, GUIDELINES, AND RUBRICS.
- Allow students to move on when having mastered a standard,
creating an atmosphere of self-confidence.
▪ This helps to promote individual discipline of students. It
will allow students to get the help they need as well.
Part Two: Purposes and Principles of Effective Grading
The History of Grading

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1880’s – Schools begin to issue progress reports. These were very

subjective and focused on student mastery of a subject.
Early 1900’s – Elementary school teachers continue with progress reports,
while high school teachers shift more to percentage based grading with
little resistance.
1912-1918 – A paper by Starch and Elliot is published that questions the
reliability of percentage grading, and establish the subjectivity of what
teachers using grading would or would not be grading for. By 1918,
teachers are grading on larger scales, but many people are using different
scales, and again they are subjective.
1930’s – Grading on a curve becomes a norm, and is intended to eliminate
the subjectivity of grading, and as the debate around grading intensifies,
the education community becomes more split on what is the best course of
grading.
1958 – Ellis Page introduces the fact that grading can have an effect,
whether that be positive or negative on student learning. Grades are most
effective in terms of student learning when they are combined with
comments that specific and instructional from their teacher.
Why are some methods more accepted that others?
In the past, some methods of grading have become more popular and
accepted based on the fact that they wanted to universally eliminate the
subjectivity of grading and create an equal, fair scale for students to be
evaluated on. However, from the beginning of the great grading debate,
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it seems like the more systems of grading, and the more people that
changed how and why they graded, the more subjective grading became.
There are examples of papers, and studies that show why one method of
grading is better than other, but then comes another study that refutes
the former. The most important thing about grading, is gauging student
learning, and comprehension. It seems like the teachers of the 1880’s
had a pretty simple system for evaluating students, if they knew the
material or not, they received feedback and moved on or tried again. It
seems as if the true meaning of grading was lost in all of this, and as
future teachers, we need to get back to the essence of why we grade: to
provide students with feedback that they can use to learn, because that is
our job.
Different Types of Grading Scales
- Standardized Test Scale
▪ Has both a numeric representation of grade from 1

(highest) to 4 (lowest), and a performance level of
advanced through not proficient.
▪ 1 & 2 and Advanced and Proficient are considered
passing.
- Percentage Grading Scale
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▪ Tens, Nines, or Eights System.

▪ Grades and percentages correspond with each other
from
• 90-100% = A
• 80-89% = B
• 70-79% = C
• 60-69% = D
• 0-59% = F
- Rubrics
▪ Students are graded on a 3, 4, and 6 Point Scale.

▪ Students are responsible for following guidelines in
terms of receiving their grade.
In my classroom:
My ideal grading scale in my classroom would be a mixture of percentage
scale, and a rubric scale. I would incorporate a percentage scale for grades, but
then for essays, projects, and portfolios I would use a rubric scale. I will also
make sure to include personalized, and constructive comments for individual
students. I believe that students education should be catered to them, so if they
show mastery, they should be allowed to move on, so that would be a 90-100,
or A, or a 6 on the rubric scale.
Debated Grading Practices:

- Should we use zeroes?
We should absolutely not be using zeroes as a punitive measure against
students. Research shows that giving students not only dissuades them for
completing work, but also de-motivates them for future assignments.
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- Should we grade formative assessments?

I do not believe that we should grade all formative assessment. Formative
assessment should be student-centric, and used to inform students, teachers and
parents on the on-going process that is learning. If we as teachers grade every
formative assessment that is turned in, which can be almost anything we use to
assess learning, we will become overwhelmed. But more importantly, we will
lose the students if it just becomes about the grades like everything else they
experience in school.
- Should academic work and non-academic work be represented in the
same grade?
No, while students should be held to an extremely high standard when it comes
to behavior, that is a classroom management issue and not an issue of
assessment. Students should be graded on what they know, not how they act.
There is a reason that punishments exist outside of grading. We need to
encourage students to be excellent students, and excellent people, but their
grade should not depend on attitude. We never know what is going on in a
student’s life that could affect them in classroom, and if we make a grade based
on something that they cannot control, we are just damaging that student.
- What should be graded?

I believe that grades should be held to major assignments, but have extra ways
for students to be able to boost their grades. I really like the idea of having
weekly TILT turn ins, or journals, where if students just do the work, it can be
a significant boost to their grades. I do not think every piece of work should be
graded, because then classes become about “making the grade” and memorizing
work instead of learning the material.
- Should students be allowed redoes and extra credit?
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Students should be allowed to redo assignments and test, to a certain extent.

They have to have at least tried to do the work to have the opportunity to redo
the work. If they do not even attempt the work, they should receive and
alternate assignment to avoid cheating. Redo’s should be instilled to help
students, while we should avoid extra credit. Extra credit defeats the purpose of
doing assignments during a unit, quarter or semester. Why should teachers
reward students for work that is there to make up for something they should
have done in the first place.
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Grading Practices I will use:
In my classroom…I will:
• Make grading student-centric and include many formative assessments
that can help students learn.
• Foster an atmosphere of ACTUALLY learning and not just making the
grade.
• Never hand out a zero, but find alternatives to making sure that students
are not punished.
• Allow multiple assignments to be choose from
Part 3: Purpose and Principles of Effective Data Use
• Data is used in four main areas:

1. Student Learning:
a. Through testing and GPA, this data measures and can be
used to analyzed student learning and achievement.
b. It can be used to come up with action plans and help correct
mistakes in curriculum.
2. Demographics:
a. This is the more community based Data point.
b. Aspects of the school community like race, gender, age,
attendance and enrollment are often the major points of
data.
3. Perceptions:
a. Perceptions is the most subjective of the major data points.
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b. This amount of data, is gathered from students, parents,

and the community through surveys and administration led
interviews.
c. This data is used to gauge shareholders feelings about
student life, curriculum and school processes.
4. School Processes:
a. This data point includes collecting and analyzing
instructional strategies that work, and importantly, do not
work.
b. This can also be used to track school policies.
Effective Data Measures:

• Team Data:
o Using data to inform stakeholders on classroom standards, and
where the class currently is in their learning objectives. Making
data easily accessible and easy to comprehend is critical for
stakeholder use.
• Data for Analysis:
o This is data used on a larger scale for districts and states to make
decisions based on curriculum, on what should be taught, on what
needs to be taught better.
• Data for Evidence:
o This data is for the teacher, and administration. It will show that
students are learning, as well as effective teaching strategies that
are working.
• Data for Progress:
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o Student and parent based, to make sure they have a good idea of
how and why grades are being given, and how to use that data to
make adjustments in and out of the classroom.
Communication Plan
• The teacher must grade a relatively fast pace, to keep up with

the content and student learning. If the work is truly about
student learning, that it must be graded and returned quickly
so students can use your feedback to improve themselves.
• Feedback must be genuine and constructive so students know
how and where to improve and not spend time on things they
have already mastered.
• Completed Assessments will be put in to return folders for
students so that they can pick them up. After a day, if students
have not picked them up, I will pass them back to make sure
that students collect old work.
• Students should be able to grade things that are more
informal assessments, and not those that would qualify for
quiz or test grades as that as a direct violation of FERPA.
• Students should be able to peer review papers, projects, and
homework without assigning grades and knowing who is
struggling. This will encourage an environment of
collaboration between students.
Sample Email Home:

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Dear Parents and Students,

In our classroom, we will make the emphasis on learning and
not making the grade. This will require cooperation between
all parties, and clear and constant communication. In our
classroom, we will use a grading scale of 0-100%, and every
10% will make the difference between the step in the letter
grade received. For major project, students will receive a very
clear rubric with point systems attached to certain standards.
Part 4: Student Progress Report
High Student Example:
Student
Progress
Report:
Tim
Johnson
Homework:
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Unit 1.1 93
Unit 1.2 94
Unit 2.1 94
Unit 2.2 91
Quizzes:
Unit 1 91
Unit 2 95
Test:
Unit 1 92
Unit 2 96
Projects /
Papers:
Imperialism 96
Comments:
Tim continues to work extremely hard
during the class, asking great

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questions, and always taking feedback
very seriously.
While Tim generally receives high
marks, he also does love to engage his
classmates in conversation, we have
work hard to make sure that
he uses this gift to help out
classmates that may need more
time to work during class!
Low Student Example:
Student
Progress
Report:
John
Timson
Homework:
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Unit 1.1 57
Unit 1.2 61
Unit 2.1 82
Unit 2.2 84
Quizzes:
Unit 1 67
Unit 2 77
Test:
Unit 1 65
Unit 2 81
Projects /
Papers:
Imperialism 85
Comments:
While John struggled at the beginning of the semester, he has made gradual
improvement by seeking help outside of the classroom. He has also

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done a much better job of working with classmates, and putting his own
spin things. Using creativity to really show comprehension of the
content. He did a great job on his project, and with
continued attendance will only continue to improve.

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Weekly Progress Note:
• As part of my communication plan, I will also send out a weekly

progress card for each student, that they will collect and get signed,
and return on Monday of the next week.
• This will ensure that students, parents and teachers are all on the
same page moving on to each different lesson, and have an accurate
picture of student grades and what they need to do improve, whether
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it is big or small. I will also make sure to include a personal comment

in the other section to make it have a personal touch.
End of the Year Questionnaire:

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Sample of a High Achieving Student Report Card
Name: Zac Davenport Semester One
Subject: World History Grade: 11 th
Grade: 694/720 or 96%, A
Homework: 117/120
• Assignment 1: 20/20
Projects: 189/200
• Project 1: 91/100
• Project 2: 98/100
Quizzes: 95/100
• Quiz 1: 25/25
• Quiz 2: 24/25
• Quiz 3: 22/25
• Quiz 4: 24/25
Test: 293/300
• Test 1: 96/100
• Test 2: 99/100
• Test 3: 97/100
Teacher Comments:
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Sample of a Low Achieving Student Report Card
Name: Ric Hall Semester One
Subject: World History Grade: 11 th
Grade: 483/720 or 67%, D
Homework: 74/120
Projects: 138/200
• Project 1: 66/100
• Project 2: 72/100
Quizzes: 56/100
• Quiz 1: 14/25
• Quiz 2: 11/25
• Quiz 3: 17/25
• Quiz 4: 14/25
Test: 215/300
• Test 1: 69/100
• Test 2: 75/100
• Test 3: 71/100
Teacher Comments:
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Part 5: State Mandated Expectations, Identified Objectives and

Name of Assessment
My sample unit breakdown consists of a ten-day unit on the Mongolian

Empire and its effect on the world. This is a huge emphasis in the Michigan
Social Studies Standard, falling under 4.2.2.
This unit will cover everything from the ride of Genghis Khan, to the fall
of the west, to pastoral societies and the Pax Mongolica, Marco Polo, and
the Silk Road. The first three lessons will explain who the Mongols were,
how they came to power, and their early conquest under Genghis Khan.
Then we will host a trial of Genghis Khan, and that will take two days
based on the first day of research and planning, then the actual trial on of
the two sides in which I will preside of the proceedings. The next few days
will cover the European perspective, the Pax Mongolica, and the trade and
knowledge passed over the Silk Road. The unit will then end with the rise
of Tamerlane, and a review game and test on day ten.
• Standard: 4.2.2 (4.1.1)

o Objectives:
▪ Investigating geographic patterns of Mongol conquest
and expansion.
• Unification and Pastoral Lifestyle.
• Mongol Warfare Tactics.
▪ Characteristics and consequences of the Pax Mongolica.
• Positive and Negative.
o Wealth vs the Black Death.
▪ Revival of long-distance trading networks between China
and the Mediterranean world.
▪ Religion in the Mongol Empire.
• Tolerance of All Religions.
• Examining the Confucian way.
• Assessments used in my Unit Plan:

o Mongolian Pre-Test – Informal Formative
o Halfway Quiz – Interim
o Trial of Genghis Khan – Interim, Formal Formative
o Review Packet – Formative
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o Unit Test – Summative
The Test
The Mongolian Empire – Unit Test

Multiple Choice – 20 Points
1. Which of the following leaders united the Mongol tribes through conquest?
a. Kublai Khan
b. Genghis Khan
c. Jamuhka
d. Yesugei Baghatur
2. Which year did Genghis Khan unite the Mongols and become the sole ruler
of the Asian Steppe?
a. 1196
b. 1206
c. 1211
d. 1227
3. What does “Khan” mean?
a. King
b. Supreme Horse-lord
c. Gift of the Gods
d. Chief of Chiefs
4. Which of the following was a tactic used by the Mongols during their
military campaigns?
a. Guerilla warfare
b. Aggressive charges of slave soldiers
c. Psychological warfare and light cavalry
5. How did the Mongols treat those who practiced different religions?
a. They were very tolerant of their subjects religions
b. Persecuted and enslaved those subjects
c. Forced them to move out of conquered territory
d. They converted them to Animism
6. A key characteristics of pastoral society is:
a. Wealth
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b. Mobility
c. Stratification
d. Education
7. What was the outcome of the Mongol invasion of Japan?
a. The Japanese welcomed the Mongols, who they though were Gods.
b. The Japanese engaged them in huge battles in the field, in which they
were crushed.
c. Typhoons destroyed Mongol fleets, and the invasion never came to
fruition
d. Japanese signed a treaty to become an ally with the Mongols.
8. After the death of Genghis Khan, his empire was divided into:
a. Provinces
b. Kingdoms
c. Khanates
d. Shogunates
9. What type of lifestyle did Mongols live?
a. Fisherman
b. Farmers
c. Hunter-Gatherers
d. Pastoralist
10. After Marco Polo returned from China, Europeans were:

a. Terrified of China, and wanted take measures to protect the West.
b. Interested about the wealth, and wanted to establish trade routes.
c. Worried about invasion at all times.
11. Which religion did the Mongols use to integrate themselves into Chinese
culture?
a. Islam
b. Taoism
c. Animism
d. Confucianism
12. Which Dynasty did Kublai Khan found after conquering China?
a. Song
b. Han
c. Yuan
d. Ilkhanate
13. Mongol rule is Russia led to the rise of which city?
a. Moscow
b. Kiev
c. Riazin
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d. Siaz
14. Which region gained the most from the influence of the Mongolian Empire?
a. Europe
b. Africa
c. The Middle-East
d. India
15. Which of the following was an obstacle to the creation of large empires
among pastoralists?
a. Lack of leadership
b. Lack of proper horses and equipment
c. Internal clan rivalries
16. Which of the following is an example of the types of exchanges facilitated
by Mongol rule over much of Eurasia?
a. An alliance between the Mongol Empire and the Holy Roman Empire
b. Diplomatic conversations between Christian, Muslim, and Confucian
rulers.
c. The Silk Road merging with the Africa slave trade.
d. The exchanging of ideas between China and the Persian Empire.
17. As the Mongols were not active traders, why was promoting international
commerce important to the Mongols?
a. They collected taxes on all the trade throughout the empire.
b. They did not participate in trading themselves.
c. They wanted to create lasting trade routes.
18. What role did Mongol women play in the administration of the Mongol
empire?
a. They actively participated at the royal court, and advised on political
decisions.
b. Led armies into battles and on campaigns of the their own.
c. Ruled their own Khanates.
d. Were not allowed to participate in governmental affairs.
19. Helegu Khan conquered which of the following empires?
a. Umayyad
b. Abbasid
c. Song
d. Holy Roman
20. Who led the last great invasion of the Eurasian Nomads in 1398?
a. Helegu
b. Mongeke
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c. Chinggis
d. Tamurlane
Short Answer: 3 Points Each

1. Describe the effects of the Pax Mongolica, and how it helped
grow the influence of the Mongolian Empire
2. Explain three of the military tactics of the Genghis Khan, and
give specific example of how they were used.
3. Briefly explain the Mongols attitudes toward conquered
peoples, why they held these perspectives, and what would
happen if the conquered peoples rebelled.
Essay: 10 Points
1. In class, we discussed how the Mongolian Empire can be viewed as both
tyrannical and violent, but also how it can be viewed as diverse and
progressive. Compare and contrast these two perspectives, and offer an
analysis on which you think the Mongolian Empire falls under.
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Answer Key:
1. B.
2. B.
3. D.
4. C.
5. A.
6. B.
7. C.
8. C.
9. D.
10. B.
11. D.
12. C.
13. A.
14. A.
15. C.
16. D.
17. A.
18. A.
19. B.
20. D.
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The Mongolian Empire – Modified Unit Test

a. Kublai Khan
b. Genghis Khan
c. Jamuhka
a. 1196
b. 1206
c. 1227
a. Supreme Horse-lord
b. Gift of the Gods
c. Chief of Chiefs
military campaigns?
a. Guerilla warfare
c. They converted them to Animism
26. A key characteristic of pastoral society is:
a. Wealth
b. Mobility
c. Education
were crushed.
c. Typhoons destroyed Mongol fleets, and the invasion never came to
fruition
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a. Provinces
b. Khanates
c. Shogunates
a. Farmers
b. Hunter-Gatherers
c. Pastoralist
culture?
a. Islam
b. Animism
c. Confucianism
a. Song
b. Han
c. Yuan
a. Moscow
b. Kiev
c. Riazin
a. Europe
b. The Middle-East
c. India
among pastoralists?
b. The Silk Road merging with the Africa slave trade.
c. The exchanging of ideas between China and the Persian Empire.
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empire?
a. They actively participated at the royal court, and advised on political
decisions.
a. Umayyad
b. Abbasid
c. Song
a. Helegu
b. Mongeke
c. Tamurlane


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Essay: 10 Points
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Test of a High Achieving Student:
he Mongolian Empire – Unit Test

a. Kublai Khan
b. Genghis Khan
c. Jamuhka
d. Yesugei Baghatur
a. 1196
b. 1206
c. 1211
d. 1227
a. King
c. Gift of the Gods
d. Chief of Chiefs
military campaigns?
a. Guerilla warfare
a. Wealth
b. Mobility
c. Stratification
d. Education
were crushed.
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c. Typhoons destroyed Mongol fleets, and the invasion never came

to fruition
a. Provinces
b. Kingdoms
c. Khanates
d. Shogunates
a. Fisherman
b. Farmers
c. Hunter-Gatherers
d. Pastoralist

culture?
a. Islam
b. Taoism
c. Animism
d. Confucianism
a. Song
b. Han
c. Yuan
d. Ilkhanate
a. Moscow
b. Kiev
c. Riazin
d. Siaz
a. Europe
b. Africa
c. The Middle-East
d. India
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among pastoralists?
b. Diplomatic conversations between Christian, Muslim, and Confucian
rulers.
empire?
a. They actively participated at the royal court, and advised on
political decisions.
a. Umayyad
b. Abbasid
c. Song
d. Holy Roman
a. Helegu
b. Mongeke
c. Chinggis
d. Tamurlane

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Subjective Student Answer.

8. Briefly explain the Mongols attitudes toward conquered

peoples, why they held these perspectives, and what would
happen if the conquered peoples rebelled.
Essay: 10 Points
Subjective student answer.
High Achieving Student Test Results: 47/50 or 94% or A.
Multiple Choice: 20/20
Short answer: 9/10
Essay: 18/20
Student really grasped the main objectives in the multiple choice section. Also did really well in
the short answer, but could improve on his comparing and contrasting. Essay well was well
thought out, but forgot to answer on of the main points.

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Test of a Medium Achieving Student:

he Mongolian Empire – Unit Test
a. Kublai Khan
b. Genghis Khan
c. Jamuhka
d. Yesugei Baghatur
62. Which year did Genghis Khan unite the Mongols and become the sole ruler of the Asian
Steppe?
a. 1196
b. 1206
c. 1211
d. 1227
a. King
c. Gift of the Gods
d. Chief of Chiefs
64. Which of the following was a tactic used by the Mongols during their military
campaigns?
a. Guerilla warfare
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a. Wealth
b. Mobility
c. Stratification
d. Education
b. The Japanese engaged them in huge battles in the field, in which they were
crushed.
c. Typhoons destroyed Mongol fleets, and the invasion never came to fruition
a. Provinces
b. Kingdoms
c. Khanates
d. Shogunates
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a. Fisherman
b. Farmers
c. Hunter-Gatherers
d. Pastoralist
71. Which religion did the Mongols use to integrate themselves into Chinese culture?
a. Islam
b. Taoism
c. Animism
d. Confucianism
a. Song
b. Han
c. Yuan
d. Ilkhanate
a. Moscow
b. Kiev
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c. Riazin
d. Siaz
a. Europe
b. Africa
c. The Middle-East
d. India
75. Which of the following was an obstacle to the creation of large empires among
pastoralists?
76. Which of the following is an example of the types of exchanges facilitated by Mongol
rule over much of Eurasia?
b. Diplomatic conversations between Christian, Muslim, and Confucian rulers.
77. As the Mongols were not active traders, why was promoting international commerce
important to the Mongols?

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78. What role did Mongol women play in the administration of the Mongol empire?
a. They actively participated at the royal court, and advised on political decisions.
a. Umayyad
b. Abbasid
c. Song
d. Holy Roman
a. Helegu
b. Mongeke
c. Chinggis
d. Tamurlane
9. Describe the effects of the Pax Mongolica, and how it helped grow the
influence of the Mongolian Empire
Subjective Student Answer

Zarotney 44
10. Explain three of the military tactics of the Genghis Khan, and give specific
example of how they were used.
11. Briefly explain the Mongols attitudes toward conquered peoples, why they
held these perspectives, and what would happen if the conquered peoples
rebelled.
Essay: 10 Points
4. In class, we discussed how the Mongolian Empire can be viewed as both tyrannical and
violent, but also how it can be viewed as diverse and progressive. Compare and contrast
these two perspectives, and offer an analysis on which you think the Mongolian Empire
falls under.

Zarotney 45
Results for the Medium Achieving Students:
Overall Score: 37/50, 74%, C
Multiple Choice: 15/20
Short Answer: 5/10
Essay: 17/20
Student did really well in content area relating to lessons 1-3, but struggled in the summarize and
comparing and contrasting during the short answer section. I would recommend that the student
spends more time on the Foreign perspective and how those relationships with the Mongols were
developed. Student did write a strong essay and has showed gradual improvement after the last
test.
Zarotney 46
Test of Low Achieving student, also modified.
Modified test includes less answers for multiple test choices, and one less short answer
question. Students will also have the option of taking the test somewhere else, or read to
them.
The Mongolian Empire – Modified Unit Test

a. Kublai Khan
b. Genghis Khan
c. Jamuhka
82. Which year did Genghis Khan unite the Mongols and become the sole ruler of the Asian
Steppe?
a. 1196
b. 1206
c. 1227
a. Supreme Horse-lord
b. Gift of the Gods
c. Chief of Chiefs
84. Which of the following was a tactic used by the Mongols during their military
campaigns?
a. Guerilla warfare
c. They converted them to Animism
86. A key characteristic of pastoral society is:
a. Wealth
b. Mobility
Zarotney 47
c. Education
b. The Japanese engaged them in huge battles in the field, in which they were
crushed.
c. Typhoons destroyed Mongol fleets, and the invasion never came to fruition
a. Provinces
b. Khanates
c. Shogunates
a. Farmers
b. Hunter-Gatherers
c. Pastoralist
91. Which religion did the Mongols use to integrate themselves into Chinese culture?
a. Islam
b. Animism
c. Confucianism
a. Song
b. Han
c. Yuan
a. Moscow
b. Kiev
c. Riazin
Zarotney 48
a. Europe
b. The Middle-East
c. India
95. Which of the following was an obstacle to the creation of large empires among
pastoralists?
96. Which of the following is an example of the types of exchanges facilitated by Mongol
rule over much of Eurasia?
b. The Silk Road merging with the Africa slave trade.
c. The exchanging of ideas between China and the Persian Empire.
97. As the Mongols were not active traders, why was promoting international commerce
important to the Mongols?
98. What role did Mongol women play in the administration of the Mongol empire?
a. They actively participated at the royal court, and advised on political decisions.
a. Umayyad
b. Abbasid
c. Song
a. Helegu
b. Mongeke
c. Tamurlane
Zarotney 49

12. Describe the effects of the Pax Mongolica, and how it helped grow the
influence of the Mongolian Empire
Subjective student answer
13. Explain three of the military tactics of the Genghis Khan, and give specific
example of how they were used.
Essay: 10 Points
5. In class, we discussed how the Mongolian Empire can be viewed as both tyrannical and
violent, but also how it can be viewed as diverse and progressive. Compare and contrast
these two perspectives, and offer an analysis on which you think the Mongolian Empire
falls under.
Low Student/Modified
Test Results: 25/50
Test Results: 10/20
Short Answer: 5/10
Essay: 10/20
Zarotney 50
Student showed continuous improvement in class, and did much better than the last test with
using the modifications. What would help the student the most would be coming in when he
misses a day of school, as the biggest areas of improvement needed on the test come from days
where he missed those lessons and did not come in with other students that missed lessons. If
you would like to set up a set schedule for him to receive help, I would be more than willing to
help him and work around your schedule.

Zarotney 51
Data from the 5th Period World History Class:
25 Students Received the following grade:
13: A
6: B
4: C
2: F
Zarotney 52
Zarotney 53
What does this Data tell us?
Facts:
• 13 Students received an A.
• 6 Students received an B.
• 19 Students are where they teacher (me) wants them to be.
• Two students received an D.
• Four students received an C.
• 6 Students were between an C-D letter grade.
• The average grade was a B+.
• Students struggled the most on comparing and contrasting Mongols with Europe.
• Students struggled with the section on Japan and Mongol relations.
• Students need more work on essay skills.
Hypothesis:
• Most students were between an A and B.
• Students met learning goals.
• 1st hour students were the lowest achievers.
• 3rd hour students, before lunch, were the quickest to finish.
• 5th hour students were the highest achievers.
Zarotney 54
• Different lessons reached students more so than others.

• 1st hour students were the most tired.
• 6th hour students were the most restless.
• 4th hour students, after lunch, were the most subdued.
Action Plan:
• Will spend more time with low achieving students and students on IEP’s.
• Students on 504 Plans should take test at more convenient times for them.
• Low achieving students will preform better latter in the day.
• Low achieving students may need additional help outside of class.
• High achieving students will be allowed to pre-test out of lesson.
Interim Assessment
• Trial of Genghis Khan.

• Students will examine the effects Genghis Khan had on the world.
• Students will compare and contrast Genghis with other infamous leaders in
history.
• Students will judged whether or not Genghis and the Mongols have had a
positive or negative impact on the world.
7 (Fair)
10 (Excellent) 8 (Good)
Maintains a clear position

Maintains a clear position
throughout the entire
throughout the entire Moves from one side to the
presentation. Opposing view not
presentation. Opposing view other, never maintaining a
Evidence of mentioned or mentioned but not
mentioned and then refuted, solid position. Jury
Persuasion /Point of well refuted. Jury
View making case stronger. Jury member/research attorney
member/research attorney
member/research attorney shows limited understanding
member shows some
shows understanding of of multiple perspectives.
understanding of multiple
multiple perspectives.
perspectives.
Examples and references are References support the main

well chosen to best exemplify point. Research is used to
Preparation: Quality References are not connected
main points in defense or support defense or prosecution
of Information to research or the reading.
prosecution of the character of the character. Main points are
Arguments are random and
during questioning. All points adequately convincing on
unconvincing on preparation
are well supported on preparation sheet and reflection
Zarotney 55
preparation sheet and sheet somewhat complete. sheet and reflection sheet.
reflection sheet.
Group works together to

share speaking time and Time allotted to each speaker
Time allotted to each member is
information equally. is imbalanced. Information
somewhat uneven. Information
Information refers to and conflicts with or repeats that
Group Cooperation connects to that of other group
complements that of other of other group members. No
members. Transitions are
group members. Transitions noticeable transitions from
present.
from one speaker to the next one speaker to the next.
are smooth and well prepared.
Presentation/research uses Presentation/research includes

Presentation/research uses
specific details and examples. few references to details and
details and examples that
Examples are applied to the examples. Attempts to
Understanding of connect to the main point. The
main points. Actions of connect actions of the
the Issue information shows how actions
character are evaluated character to the issues or the
in the reading contribute to the
relating to issues raised in the trial are awkward or
character’s guilt or innocence.
trial. unconvincing.
Speaker makes frequent eye Speaker uses note cards to

contact with the Speaker uses notes but avoid making eye contact
jury/witness/lawyer. Volume maintains adequate eye contact jury/witness/lawyer. Volume
and pace reflect intensity of with the jury/witness/lawyer. and pace are difficult to
Delivery, main points. Movement and Volume and pace are consistent follow. Movements are not
Engagement and gestures add emphasis to with main points. Gestures and related to speech and reflect
Presentation main points. Jury member movement are used hesitantly. nervousness. Jury member
stays engaged throughout the Jury member remains engaged does not seem engaged during
trial. Dresses professionally during most of the trial. Dresses most of the trial. Does not
or in character. professionally or in character. dress professionally or in
character.
Student Name: _____________________________ Role: ______________________ Mock

Trial Rubric
Feedback:
Zarotney 56
Mock Trial: People of the World v. the Mongols
THE CHARGES AGAINST GENGHIS KHAN AND THE MONGOLS:
1. Destruction of Eurasian cities  
2. Mass slaughters of civilians  
3. Ineffective administration of empire  
THE ROLES:
• Defense Attorneys ➢ A team of lawyers who prepares a case in DEFENSE OF The Mongols
o Prepare opening and closing statements and write questions for the witnesses • Prosecuting
Attorneys
➢ A team of lawyers who prepares a case AGAINST The Mongols o Prepare opening and
closing statements and write questions for the witnesses
• Witnesses ➢ A sampling of the people from various regions affected by The Mongols
o Prepare a bio for yourself, anticipate questions, work with attorneys • Jury members
➢ A panel of observers who decide the fate of The Mongols o Research the impact of the
Mongols over regions to understanding of both sides of the case o Decide whether the Mongols
are guilty or innocent
THE TRIAL PROCEDURE:
1. Prosecution and Defense make opening statements (2 minutes each side) 2. Prosecution calls
witnesses
Zarotney 57
a. May ask 25 questions total
b. Defense cross-examines witnesses, may ask 25 questions total 3. Defense calls witnesses
a. May ask 25 questions total
b. Prosecution cross-examines witnesses, may ask 25 questions total 4. Closing statements for
Prosecution and Defense (2 minutes each side) 5. Jury deliberation and verdict
ROLES FOR THE TRIAL
1. Prosecution attorney 1  
2. Prosecution attorney 2  
3. Prosecution researcher  
4. Prosecution researcher  
19.Ch
11.Mongol soldier 12.Mongol woman 13.Kublai
5. Defense attorney 1   21.Ch
Khan 14.Pope Innocent IV 15.Marco Polo
16.Prince of Kiev 17.Prince of Moscow 18.Russian 23.M
6. Defense attorney 2  
peasant The r
7. Defense researcher  
8. Defense researcher  
9. Genghis Khan  
10.Mongol general
ASSESSMENT:
50-point grade earned based on:
• preparation and research (15 points)  
• performance of the role in the trial (15 points)  
• the quality of written research/attorney sheet/witness sheet/jury sheet (10

points)  
• the quality of the trial reflection (10 points)  

Zarotney 58
PREPARATION
• Prosecution and defense teams will meet to plan strategy, divide up

responsibilities, prepare questions for each witness  
• Witnesses will prepare for parts by taking notes from textbooks, primary
sources, and other secondary sources and be prepared to answer questions during the
trial.  
• On the day of the trial, all students will be prepared to act out their role.
 Attorney  
• Prepare opening or closing statement for your side  
• Assist team with preparation of three questions for each witness you intend to call  
• Assist team with preparation of three cross-examination questions for each opposition witness
 Researcher  
• Assist team with preparation of three questions for each witness you intend to call  
• Assist team with preparation of three cross-examination questions for each opposition witness
 Witness  
• Research your role and understand how you fit into the larger picture of the trial  
• Anticipate two questions each side may ask you  Jury Member  
• Prepare research for your verdict (outcome) of the trial  
• Predict how each witness will be used during the trial  On the Day of the Trial  Attorney  
• Deliver opening/closing statement  
• Call and cross-examine witnesses  
• To be turned in: Preparation Sheet, Witness Point of View Sheet, Reflection Questions
 Researcher  
Zarotney 59
• Count available questions for your lawyers  
• Track the points of view presented by witnesses  
• To be turned in: Preparation Sheet, Witness Point of View Sheet, Reflection Questions
 Witness  
• Answer questions when called to testify  
• To be turned in: Witness Role Preparation Sheet, Witness Point of View Sheet, Jury Verdict
Sheet,  Reflection Questions  Jury Member  
• Deliberate and deliver a verdict  
• To be turned in: Jury Member Preparation Sheet, Jury Handout, Jury Verdict Sheet, Reflection
 Questions  
Attorney Preparation Sheet
Direct Examination
1. The purpose of the direct examination is to ask clear and simple questions that allow the
witnesses to tell the complete story. Your team can win the trial on the strength of the
direct examination.  
2. Practice your questions and refer only briefly to notes.  
3. Assume that the jury knows nothing about the case, the witnesses, or the defendant. It is your
job to clearly  build a case for them.  
4. The jury tends to remember what is said first and last. Therefore, work with your team to think
about any  possible weaknesses in your case and present them somewhere in the middle
of the direct examination. It is usually most effective to be forthright about any
Zarotney 60
weaknesses in order to preempt the opposing side from bringing them up. Also, it is
recommended that your team schedules the strongest witnesses to be the first and last to
take the stand.  
5. If your witnesses get nervous and forget to mention important details, it is your job to ask
questions that will draw out those details. If a witness says something unexpected and
harmful to the case, remain calm and go to another question to try to refocus the jury’s
attention.  
6. Advise your witnesses to listen carefully to the opposing attorney during the cross-
examination and only answer the question that is asked. Witnesses should never
volunteer information under cross-examination.  
Cross-Examination
1. The purpose of the cross-examination is to try to get the person on the stand to agree with the
facts that support your case and discredit the opposing side’s argument.  
2. Focus your questioning on just the main points that support your case. Questions that require
yes/no answers allow you to remain more in control of the situation. For example, during
the cross-examination, you can state a fact and have a witness agree or disagree with it.
During the cross-examination, you are allowed to ask leading questions. (You are not
permitted to ask leading questions during direct examination.)  
3. During the cross-examination, listen very closely to the answers that are being given.  
4. Never argue with a witness—it is improper and does not make a good impression on the jury.
 
5. If you get an unexpected answer, remain calm and continue as if nothing has happened. If the
witness keeps  responding to your questions with “I don’t know,” don’t worry because
they are probably making a bad  impression on the jury.  
6. Prior to the mock trial, you are not allowed to discuss the case with witnesses from the
opposing side and can  only question them during the trial.  
General Tips for Being an Effective Attorney
1. Remember that all of the attorneys are part of a team, are equals, and make decisions by
Zarotney 61
consensus. Work together as a team and help each other if somebody gets stuck.  
2. Show respect for the judge, jury, and witnesses at all times. This is not a fight—it is a debate.  
3. During the mock trial, speak clearly and loudly so that the judge and jury can hear you.
Practice in front of a  mirror.  
4. Walk around when questioning the witnesses because the jury may stop listening if you stand
in one place for  too long.  
5. Do not constantly object to everything, just what is most important.  
6. If something unexpected happens, remain calm and continue on.  
7. The jury is often impressed if you seem to have memorized the details of the case.  
8. Be creative and have fun. Do demonstrations and show pictures and/or photographs to make a
strong case for  your side. Use the easel to put these things on display so that the jury can
see them.  
9. Try to watch a television show such as Law and Order to get a sense of how courtroom flow,
objections, and  questions go in a trial.  
10. On the day of the trial, your team must come to school dressed a little bit nicer than usual
in order to impress  the jury.  
11. If you need help or have any questions, ask the teacher.  
12. Good luck and have a good time with this!  
Preparation:
1. Research the various perspectives of Mongol rule. Decide the witness that will help your case
and those that will hurt your case. The teacher will let you know which witness are for
the prosecution or defense.  
2. Prepare direct and cross questions for each witness.  
3. Prepare opening and closing statements.  

Zarotney 62
Positive Effects of Mongol Rule (preliminary research using your textbook Negative Effects of Mongol Rul
and other sources): and other sources):
PROSECUTION: Here you will outline the questions you will ask each witness. Remember to ask questions that
examination and hurt the other team during the cross.
Witness 1: ____________________________________________ Region: ______________________________
Direct questions: Cross questions:
Witness 2: ____________________________________________ Region: ______________________________
Witness 2: ____________________________________________ Region: ______________________________
Witness 3: ____________________________________________ Region: ______________________________
Witness 4: ____________________________________________ Region: ______________________________
Witness 5: ____________________________________________ Region: ______________________________
Witness 6: ____________________________________________ Region: _____________________________
Witness 7: ____________________________________________ Region: ______________________________

Zarotney 63
DEFENSE: Here you will outline the questions you will ask each witness. Remember to ask questions that will h
and hurt the other team during the cross.
Witness 1: ____________________________________________ Region: ______________________________
Witness 2: ____________________________________________ Region: ______________________________
Witness 2: ____________________________________________ Region: ______________________________
Witness 3: ____________________________________________ Region: ______________________________
Witness 4: ____________________________________________ Region: ______________________________
Witness 5: ____________________________________________ Region: ______________________________
Witness 6: ____________________________________________ Region: ______________________________
Witness 7: ____________________________________________ Region: ______________________________
Direct questions:
Cross questions:
Opening statement:
On a separate sheet, create a brief opening statement that one of your attorneys will give to the
Zarotney 64
jury at the start of the trial. This statement should outline your main arguments and the testimony
the jury will hear from the witnesses. The statement should be no longer than 2 minutes in
length.
Closing statement:
On a separate sheet, create a brief closing statement that one of your attorneys will give to the
jury at the end of the trial. This statement should restate your main arguments and list the
testimony the jury heard from the witnesses. The statement should be no longer than 2 minutes in
length.
Witness Role Preparation Sheet ROLE: ________________________________________
As a witness, you must research your role and be able to answer any questions that the attorneys
ask you. Before the trial, complete your role biography below. This will be turned in on the day
of the trial (you will be able to use these notes during your testimony). In addition, anticipate two
questions that each side may ask you, and prepare your responses.
Briefly describe the significance of your role. (In other words, why were you invited to testify?)
What was your life like during the time of the Mongol Empire?
Where are you from? What social class are you a part of? What things are important to you?
How did you interact with the Mongols? If you did not directly encounter the Mongols, how
could you have heard of them?
How did your role’s life change because of the Mongols? Was it positive or negative, and why?
Do you feel the Mongols are guilty of the charges?
Biography
Question Preparation Prosecution Questions
List the questions the prosecution may ask you, and prepare your responses.
Zarotney 65
Defense Questions
List the questions the defense may ask you, and prepare your responses.
Jury Member Preparation Sheet General Tips for Being an Effective Member of the Jury:
1. In this mock trial, the job of a jury is to use the facts to objectively determine not only the guilt
or innocence of the Mongols in regards to crimes against humanity.  
2. You are not expected to know anything about the specifics of the case before the mock trial
begins. The attorneys and the witnesses will explain the case from their points of view.
You must listen carefully to try to determine whether the witnesses are telling the truth,
lying, or perhaps not even contributing any useful information to the case.  
3. Take good notes on the Juror’s Form during the trial and refer to these notes during
deliberations.  
4. After the case is presented, the judge will ask you to retire to the jury chamber to come up with
a verdict of  “guilty” or “not guilty.” Once a decision is reached, you will return to the
courtroom and give your decision  to the judge.  
5. The jury’s verdict is final. Remember that the defendant is innocent until proven guilty beyond
a  reasonable doubt. A “hung jury” is a jury that cannot reach an agreement by consensus
about the guilt or innocence of the defendant. If the defendant is acquitted, he or she can
never be retried for the same offense.  
Preparation: Using the witness sources, your textbook, and other resources, research Mongol
rule. This will help you understand testimony given during the trial.
Mongol Rule in China
Positive Effects of Mongol Rule:

Negative Effects of Mongol Rul
Possible Witness Perspectives: Witness Possible Witness Perspectives: 

_______________________________________________: __________________________
Witness _______________________________________________: Witness ___________________

Zarotney 66
Witness _______________________________________________: Witness ___________________
Mongol Rule in Persia/Middle East
Positive Effects of Mongol Rule: Negative Effects of Mongol Rul
Possible Witness Perspectives: Witness Possible Witness Perspectives: 

_______________________________________________: __________________________
Witness _______________________________________________: Witness Witness ___________________

_______________________________________________: __________________________
Mongol Rule in Russia
Positive Effects of Mongol Rule:

Negative Effects of Mongol Rul
Crash Course Quiz: Interim Assessment
Directions: Using the Internet, watch the Crash Course World History video on the Mongols and
answer the questions below.
What are three key features of the lifestyle of herders (aka pastoral nomads) on the
Eurasian Steppe?  
4. Considering what you know about the pastoral lifestyle, what reason, other than war, would
the Mongols have for becoming skilled at archery (shooting arrows) and riding horses?  
5. What two policies did Temujin have toward the people he conquered?  
6. Considering these policies, how do you think the Mongols were able to grow from a tiny tribe
to an enormous empire in such a short time?  
7. Do horses have feet? Explain. (Just for fun.)  
8. Name two civilizations we have studied that fell to the Mongol conquests.  
9. When Genghis Khan died, what were the four Khanates that remained, and where were they
located?  
Zarotney 67
10. When I talk about the Mongols in class, I am probably going to say “PEW! PEW! PEW!”
Why? Explain.  
11. Guess who introduced gunpowder to Europe (and others outside China)?  
10. LONG ANSWER: John gives 4-5 arguments for and against Mongol awesomeness. Do you
think the Mongols were awesome, or not awesome? Support your argument with at least three
reasons. They can be taken from this or any part of the video.
Data from Interim Assessments:
Facts:
• 12 Students achieved an A.
• 8 Students achieved a B.
• 4 Students did not participate in the assignment.
• 1 Student received a failing grade.
Hypothesis:
• Students that achieved an A participated in both sessions and turned in all their
work.
• Students that received a B, were graded less based on participation.
• The 4 students that did not participate in the trial have yet to be assessed.
• The one student that failed did not turn in his work.
Action Plan:
• Students that did not participate will be given an alternative assignment.
• Students that received an A will be allowed to take the test earlier if they so choose.
• Students that received a B will be allowed extra help in their areas they struggled in.
• The student that received a failing grade, will be scheduled to receive extra time
during lunch for instruction from the teacher.
Informal Formative Assessment
• A few different informal formative assessments I will be using will be:
• TILTS over the daily objectives posted in the classroom, example:

Zarotney 68
o Write your TILT today on, “The Student can now compare and contrast the
Pax Romana and the Pax Mongolica.”
• Students will also be filling in their Mongol Maps.
o Mongol maps are a periodic check to fill out the geography of the Mongol
empire throughout the unit.
o Students will do this to meet the objective of understanding the lands that the
Mongols conquered and how their empire expanded and effected trade
routes.

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Zarotney 1

Assessment, Grading, and Data Profile

EDU 429 – Fall 2019

Part One: The Purpose and Principles of Quality and Effective

• Assessment is used to evaluate student understanding through a myriad

of different methods and strategies. However, the most common

methods we see in classrooms today are test, quizzes, homework, and

• Assessing students offers teachers way to maximize learning and

minimize strategies that may not lead to student understanding.

• Educators assess to gather evidence of student learning to make

decisions about the way present materials, and

Different types of assessment:

o Is an assessment that is on-going and student based, student fed.

o Is assessment that gives rapid and informative feedback to

students that they can understand, and apply immediately to their

o Is assessment that allows the teacher to evaluate what students

o Examples of formative assessment:

o Is assessment that marks the middle ground of a student’s

learning during a school year, semester, quarter, semester, unit

o Offers students, teachers, and administration data points to

evaluate learning over time, without the punishment of grades.

o Tracks student progress, shows what needs to be addressed and

shows where and when students can either advance or not in

o Used to evaluate and make decisions about curriculum,

instruction, and summative assessment.

o Examples of Interim Assessment:

▪ Post Unit Test

▪ Curriculum Based Measures

o Is what we think of as the “norms” when it comes to assessment.

o This assessment evaluates learning through a broader snapshot

of what students should have learned.

o Examples of summative assessment:

▪ End of Unit Test

▪ End of Semester Grades

▪ School Improvement Planning

Assessment for Learning, Assessment of Learning:

As stated in “Classroom Assessment for Student Learning”, both assessment

of and for learning have their places in the classroom. Assessment of

taught or supposed to have learned something. Assessment for learning is

assessment that goes on while learning is in progress very similar to

formative and summative assessment. Stiggins writes that,

“Each one reveals student increments of achievements, and how to do better

about accountability – those are the assessments of learning. This is about

teachers to collaborate, and provides them with the tools to self-assess.

Stiggins contends that assessment of learning, provides more tools for

students to be successful and grow in their independence of their learning. It

also shows that learning is a process, which is absolutely true. Student

centric approaches usually yield better results.

A Balanced Assessment System:

“THE GOAL OF A BALANCED ASSESSMENT SYSTEM IS TO ENSURE THAT ALL

IT.” (STIGGINS 2009)

The parts of a balanced system:

a. This type of assessment can be called formative, or assessment

b. Used mostly for student and teacher knowledge about where a

student currently is in learning.

a. Provides concrete information of learning from different types of

b. Used by teachers and administrators.

a. Used to evaluate what students know by school districts and

b. Also, can be used to change curriculum, and make district wide

and student centered.

- Students will have multiple options in which to show their

▪ Providing students with alternatives to normal

assessment, that may better fit student understanding.