Jen+B.+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** ||
 * "Before" Podcast on Wiki || Blog Entry 1 || Hypertext Story (Wiki) ||
 * || Collaborative Graphic Organizer || "After" Comment on Wiki ||
 * || Digital (Inspiration) Graphic Organizer ||  ||
 * || Digital Venn Diagram ||  ||
 * || Hypertext Story Analysis ||  ||
 * || Blog Entry 2 ||  ||
 * || Glogster Collage ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * "Before" Podcast on Class Wiki || Students will record their first impressions on freedom of speech OR the value of fiction on GarageBand; save as audio files and post to a class Wiki. (To record their initial understandings, for later reflection at the end of the unit and in preparation for a class discussion on the given topics.) || Formative || Qualitative || 10 ||
 * Blog Entry 1 || Students will annotate a story and post initial understandings of what it means online. (In preparation for sharing with other students in an initial discussion on theme.) || Formative || Qualitative || 20 ||
 * Collaborative Graphic Organizer || Students as a class will be provided a single, large Alter Your Audience Graphic Organizer with many of the sections already completed; they will fill in the remainder with guesses and modify through class discussion, and online tools like the symbolism dictionary and biography provided. (In preparation for their individual graphic organizer.) || Formative || Qualitative || N/A ||
 * Digital (Inspiration) Graphic Organizer || After hearing another story, they will be provided another digital graphic organizer with fewer of the sections already completed; they will fill in the remainder using online tools such as the symbolism dictionary and any information they can find about the origins of the story. (In preparation for planning their GRASPS assignment.) || Formative || Quantitative || 25 ||
 * Digital Venn Diagram || Students will complete an interactive online Venn Diagram. (In preparation for a class discussion comparing two texts--non-fiction and fiction--and as an evaluation of their understanding of theme). || Formative || Quantitative || 25 ||
 * Hypertext Story Analysis || Students will work together to research the author's life and world, as well as symbolism in the story, to create a hypertext version of the short story presented in Facet 3 with links to articles, information, images, and other media to explore and explain its multiple layers. They will also individually submit a summary of their work and explanation of their reasoning. (In preparation for final GRASPS assessment.) || Summative || Quantitative || 40 ||
 * Blog Entry 2 || After looking at symbols and historical context in class, such as through Hypertext Activity and Graphic Organizer, students will be required to review their and others' posts and agree/disagree while providing evidence to support their viewpoint. (As an evaluation of their understanding of theme and how it is a product of author's experiences and symbolism.) || Summative || Quantitative || 40 ||
 * Glogster Collage || Students will use the web to search for pictures, articles, music, and key words that capture significant issues of today to create a collage online using Glogster, using a graphic organizer to assist in brainstorming and planning the collage. (To be shared with the class and in a discussion on what defines "socially or politically significant.") || Formative || Qualitative || 25 ||
 * Hypertext Story (on Dedicated Wiki) || Students will write a symbolic story about a significant political or social issue and post it on a dedicated Wiki; in their stories, they will use their knowledge of symbolism and real-life issues to hyperlink key phrases to a variety of media such as music, images, articles, and definitions that will provide a second "layer" of meaning to their story. In addition, they will include contributor and explanation pages. || Summative || Quantitative || 100 ||
 * "After" Comment on Class Wiki || Students will review their initial "Before" Podcast on the Class Wiki and add a comment, below, as a reflection on learnings. (To reflect on how their thinking about literature's meaning and the role of self-expression have changed throughout the unit.) || Summative || Quantitative || 35 ||