Linnea+Assessment+Timeline

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** ||
 * K-W-L Chart - What will I find in my ecosystem?  || Journal entries in their computer lab notebooks, responding to the following prompts: What did I learn? I learned that . . . I learned how to . . . Give examples  || Lab notebook of completed experiment ||
 * J ournal entries in their computer lab notebooks, responding to the following prompts: What are my personal preferences, biases, and interests? || Quiz over terminology - 3 quizzes as the sections are covered || Individual wiki pages ||
 * || Inspiration concept map - visual depiction of components of the ecosystem || Group wiki pages ||
 * || Online spreadsheet of inventory of ecosystem, including census of components || Oral presentation ||
 * || Blog entries - What is your opinion about the inventory of the components of the ecosystem? Why do you feel that way? ||  ||
 * || Blog entries - What is challenging you right now? Why? What are your ideas for overcoming it? ||  ||
 * || Online spreadsheet of inventory of ecosystem, including census of components ||  ||
 * || Experimental design ||  ||
 * || Inspiration concept map with connections/relationships among components of the ecosystem. ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * K-W-L Chart - What will I find in my ecosystem?  || Students will make charts predicting what they expect to find (or not find). The purpose is to check for misconceptions. || Formative || Qualitative || 0 ||
 * J ournal entries in their computer lab notebooks || Students will record and reflect on prompts: What are my personal preferences, biases, and interests? The purpose is to identify biases and record for later reference, to be incorporated in the wiki and presentation. || Formative || Quantitative || 10 ||
 * Journal entries in their computer lab notebooks || Students will record and reflect on prompts: What did I learn? I learned that . . . I learned how to . . . Give examples. The reflection will help the students focus their learning at the beginning of a complicated project. || Formative || Quantitative || 10 ||
 * Quizzes || Students will take 3 quizzes over terminology as the sections are covered. The purpose is to check for the students' understandings of the vocabulary of ecology. || Formative || Quantitative || 30 ||
 * Online spreadsheet || Students will enter initial ecosystem census information. They will learn how to access the document, enter information, and basic chart construction. || Formative || Qualitative || 0 ||
 * Inspiration concept map - || The students will construct a visual depiction of components of the ecosystem. It will help them visualize the multiple possibilities for interconnecting relationships. || Formative || Qualitative || 0 ||
 * Blog entries || Students will reflect on the following prompts: What is your opinion about the inventory of the components of the ecosystem? Why do you feel that way? They will refer to their blog entries as they create the wiki. || Formative || Quantitative || 10 ||
 * Blog entries || Students will reflect on the following prompts: What is challenging you right now? Why? What are your ideas for overcoming it?They will refer to their blog entries as they complete their experiments. || Formative || Quantitative || 10 ||
 * Online spreadsheet || Students will compile an inventory of the ecosystem, including a census of components. They will be able to collaborate online. This will result in a larger pool of data, as well as fewer errors due to copying information. || Formative || Qualitative || 0 ||
 * Experimental design || Students will create their plans for the reversible experiment they will perform. The plans will include: hypothesis, materials and procedure, method of data analysis. || Formative || Quantitative || 50 ||
 * Inspiration concept map || Students will explore connections and relationships among components of the ecosystem. || Formative || Qualitative || 0 ||
 * Online spreadsheet || Students will analyze their data, using the spreadsheet formulas and tools, including charts. They will identify and analyze relationships. They will use their findings in their lab report of their experiments, their wiki pages, and their presentations. || Summative || Quantitative || 50 ||
 * Lab notebook || Students will write a report of the completed experiment in their computer lab notebooks. The purpose is to develop an understanding of the dynamic equilibrium in the ecosystem. The report will be used in the construction of the wiki pages. || Summative || Quantitative || 100 ||
 * Individual wiki pages || Students will create wiki pages that contribute to the group wiki. The contents will communicate the most important points from their research. The pages will be included as components of the group wiki. || Summative || Quantitative || 50 ||
 * Group wiki pages || Students will create a group wiki to communicate the recommendations to the planning board in a visual form that can be accessed at anytime. The wiki will include the individual wiki pages (see above), as well as summation recommendations, based on their research. || Summative || Quantitative || 50 ||
 * Oral presentation || The groups of students, in the context of members of a consulting firm, will present their company's wiki to the class. || Summative || Quantitative || 50 ||