Abby+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** ||
 * DQ: What do you know about WW2 and the Holocaust? || Warning advertisement || Museum exhibit ||
 * Check in cards: What do you want to know about the Holocaust? || Noteshare notebook || Holocaust test ||
 * Inspiration brainstorm as a class || Paragraph on e-mail forum || WW2 Test ||
 * || Inspiration Web || Class Discussions ||
 * || Class Discussion ||  ||
 * || Perspective Postcard ||  ||
 * || Quiz - SCQ ||  ||
 * || Podcast ||  ||
 * || Event (5ws) poster ||  ||
 * || Important people (ppt) ||  ||
 * || Battles of WW2 Poster ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * DQ: What do you know about WW2 and the Holocaust? || Students answer the question when they enter the classroom independently then share out answer in a class discussion format. This is meant to discover what students already know before starting the unit. || Formative || Qualitative || 0 ||
 * Check in cards: What do you want to know about the Holocaust? || Students will pick up a note card when they enter the classroom and answer the question posed to them. These cards allow student to express what they want to learn or ask questions the may have without classmates knowing who is asking the question. This information will help direct the unit and make sure that the unit answers questions the students may have on the topic. || Formative || Qualitative || 0 ||
 * Warning Advertisement || Students will research the causes of the Holocaust. They will answer the 5 Ws in doing their research on at least 3 different causes of the Holocaust. They will use this information an create a warning advertisement using the software Comic Life. Through the completion of this assignment students will discover the many causes of the Holocaust and practice research skills. They will also demonstrate their new knowledge in a creative way. || Summative || Quantitative || 25 ||
 * Noteshare Notebook || Students will complete all of their notes of presentations by students or the teacher in their Note Share notebook. These notebooks are organized by the following categories: people, places, events, vocabulary, groups, and WW2. This will help students keep their notes organized and be easy to access when needed for projects or future knowledge. This is also where students will store their research notes when they conduct independent research for each assignment done during this unit. || Formative || Qualitative || 0 ||
 * Paragraph on e-mail forum || After gathering information from class presentations and class discussions students will create an Idea Web using Inspiration and then they will write a paragraph expressing their ideas on how Jews have been persecuted through out history. This paragraph will demonstrate if students have a good understanding of the topics and can formulate their ideas into a well constructed paragraph. || Summative || Quantitative || 25 ||
 * inspiration web || Students will gather information through research and class discussion taking notes in their Note Share document. This information will be organized into an idea web using Inspiration. This web will be added to through peer conversation and further research of the topics in history. This will help organize student's ideas and help each student take part in the class discussion. || Formative || Qualitative || 0 ||
 * Perspective Postcard || Students will be assigned a perspective of the Holocaust to research. They will then write a postcard to National Holocaust museum stating their point of view on the Holocaust and why they think their point of view is the correct one. Students will share these postcards with the class and all students will take notes in their Note Share notebooks on the different perspectives of the Holocaust. This is meant to show students that there are multiple perspectives of every issue including the Holocaust. This is also meant to challenge the student to look at the Holocaust from a different perspective than their own. || Summative || Quantative || 25 ||
 * Quiz -SCQ || Students will take self check quizzes each Friday over the information covered during the week. These quizzes are taken using the software Quia so students get instant feedback on the quiz. Students are allowed to go back and correct their quiz as many times as they would like. These quizzes are meant to review and check for understanding of the material covered during the week. || Formative || Qualitative / Quantitative || 0 ||
 * Podcast || Students will take the knowledge they have gained in their Note Share notebooks and gather more information from the teacher's presentation. The students will then be expected to research the impacts of the Holocaust discussed in class. Students will then create a podcast demonstrating their knowledge of the various impacts of the Holocaust. This is meant to show the students that history does impact the present and for them to demonstrate their new knowledge of how the Holocaust has impacted history || Summative || Quantitative || 50 ||
 * Event (5ws) poster || Students will research an event that occured during the Holocaust that is assigned to them. Students will use various sources to answer the 5 Ws of the event they are research recording their notes in their Note Share notebook. They will then create a small poster (8.5 X 11) answering the 5 Ws of the event they researched. These will be presented to the class to teach the students that many events that occured during the Holocaust. This also is meant to help students practice research skills. || Summative || Quantitative || 25 ||
 * Important people (ppt) || Students will be assigned an important person in the Holocaust that they must research and tell their brief life story. With this research students will create a Power Point presentation to share the life story with the rest of the class. This is meant to show students that there are many different stories to the Holocaust and many different points of view of this event. This is also meant to help students with presentation skills || Summative || Quantitative || 25 ||
 * Battle of WW2 Poster || Students will be assigned an important battle of WW2. They will research and become an expert on this battle showing their knowledge in a poster which they will present to the class. Through these presentations the class will learn about the major battles of WW2. || Summative || Quantitative || 25 ||
 * Museum Exhibit || The Maine Holocaust and Human Rights Association is opening a new wing in their museum. This wing of the museum will be called “ Their Perspective.” The exhibits in this section of the museum will be about the different perspectives and people that made up the Holocaust. The museum has noticed that there are no displays targeted to a teenage audience and so this section of the museum will be directed towards the interests of teenagers. The MHHRA has asked for exhibits that can be displayed in this section of the museum. Your challenge is to create a movie that can be presented in the “Their Perspective” exhibit that would interest teenagers. Once created you will have to present your exhibit to the MHHRA board for their decision if it is of a quality that they would want to showcase in their new display. || Summative || Quantitative || 100 ||
 * WW2 Test || Students will have a summative test over the topic of WW2. This test will cover the information from the presentations of WW2 battles and general facts presented by the teacher to the class. This is meant to check for general understanding of WW2. || Summative || Quantitative || 50 ||
 * Holocaust Test || Students will have a summative test over the topics covered in the unit about the Holocaust. This test will cover all of the information about the Holocaust including perspective, reasons for the Holocaust, major themes, causes, why Jews have been persecuted through out history, individual stories and the impact of the Holocaust on history. This is meant to check for deep understanding of the Holocaust. || Summative || Quantitative || 50 ||
 * Class Discussions || Through out the unit students will have discussions with peers, groups and as a whole class about the topics being covered. Each student will be expected to add to these conversations. This will allow the teacher to check for general understanding of the subjects being covered by the students. || Formative || Qualitative || 0 ||
 * Daily check -ins || Students will be asked daily a question covering the day before lesson or topics to check for students understanding and to help students refocus in class. This will be done in a class discussion format. || Formative || Qualitative || 0 ||
 * Daily check -ins || Students will be asked daily a question covering the day before lesson or topics to check for students understanding and to help students refocus in class. This will be done in a class discussion format. || Formative || Qualitative || 0 ||