Assessment Plan
Diagnostic
The diagnostic assessments will be informal questions posed to the students at the beginning of the unit in both math and history to find out how much students understand about content standards in math and history, demographics, and cultural assimilation and maintenance of cultures. What we hear from the students will help us to better meet the needs of our students to provide them with the most helpful instruction for this ITU.
Formative
Day 2: Exit ticket to see how students were able to take online data and interpret it to understand demographic shifts
Day 3: Graphic organizer (see below) allowing students to think about the social justice issue in this ITU:
The diagnostic assessments will be informal questions posed to the students at the beginning of the unit in both math and history to find out how much students understand about content standards in math and history, demographics, and cultural assimilation and maintenance of cultures. What we hear from the students will help us to better meet the needs of our students to provide them with the most helpful instruction for this ITU.
Formative
Day 2: Exit ticket to see how students were able to take online data and interpret it to understand demographic shifts
Day 3: Graphic organizer (see below) allowing students to think about the social justice issue in this ITU:
Summative
The rubric below measures the students on their ability to use math and history to answer social justice questions and develop a plan to educate their community on the issue at hand.
The rubric below measures the students on their ability to use math and history to answer social justice questions and develop a plan to educate their community on the issue at hand.
The students will each provide an assessment of each of their peers based on the rubric and the questions about how they worked together to complete the project. The students will also be asked to evaluate themselves. For both peer and self evaluation, the students will circle where the student lies in each section of the rubric and will also answer the following questions.
1. What role did this student play in the ITU group project?
2. How did the student contribute to the group in terms of getting the project complete?
3. How did the student work with others in the group?
After the project is complete In addition, there will be reflection questions that the students discuss as a group and that they turn in individual reflections of the project as a whole. These questions are as follows.
1. How did you use categorical and quantitative data to answer the questions in this project and make a difference at your school?
2. How does propaganda, oral presentation and charisma influence people's decisions?
3. Do I still agree with the original side that I chose before the debate? Why or why not?
4. What types of discussions have arisen in the school after this event?
5. What did we do right and what could we have done better to get our message across?
1. What role did this student play in the ITU group project?
2. How did the student contribute to the group in terms of getting the project complete?
3. How did the student work with others in the group?
After the project is complete In addition, there will be reflection questions that the students discuss as a group and that they turn in individual reflections of the project as a whole. These questions are as follows.
1. How did you use categorical and quantitative data to answer the questions in this project and make a difference at your school?
2. How does propaganda, oral presentation and charisma influence people's decisions?
3. Do I still agree with the original side that I chose before the debate? Why or why not?
4. What types of discussions have arisen in the school after this event?
5. What did we do right and what could we have done better to get our message across?