FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

Part IV: Instructional Objectives

Terminal Objective 1: The student can navigate Google Chrome documents.
Enabling Objectives:
1A. Gain access to Chromebook programs.
1B. Gain access to Google Chrome documents shared with user.
1C. Copy a shared document and create a new document without modifying the original.
1D. Use word processing skills to modify a document and save changes.
1E. Share a document with instructor and other users.
Terminal Objective 2: The student can explain what is meant by a constructed response answer.
Enabling Objectives:
2A. Recognize clues that a constructed response is necessary.
2B. Explain the steps for adequately completing a constructed response.
Terminal Objective 3: The student can provide an adequate answer to any given constructed
response question.
Enabling Objectives:
3A. Restate the question in the form of a statement.
3B. Include sufficient information to answer all parts of the question.
3C. Cite specific examples or quotes from the text or problem to support the answer.
3D. Explain the connection between the evidence cited and the answer given.
Terminal Objective 4: The student can self-assess their own response to a constructed-response
question.
Enabling Objectives:
4A. Use a checklist to ensure the response is adequate.
4B. Recognize areas that need improvement and that excel.
4C. Make changes that are necessary to improve response.

Classification of Instructional Objectives:

Performance
Content
Recall
Application
Fact
2
2A,
Concept
3B, 3C, 4B,
3A, 4C
Principles & Rules
3D
Procedural
1A, 1B, 3
1, 1C, 1D, 2B
Interpersonal
1E
Attitude
4A
4
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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

Relationship between Instructional Objectives and Standards:

Instructional Objectives CCGPS (Common Core GA Performance Standards)
2B, 3B, 3C
ELACC4RL1: Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text. / ELACC4RL3: Describe in depth a
character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
2A, 3A, 3D
ELACC4RI7: Interpret information presented visually, orally, or
quantitatively and explain how the information contributes to an
understanding of the text in which it appears.
2, 3,
ELACC4W10: Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
4, 4A, 4B, 4C
ELACC4W4: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience. / ELACC4W5: With guidance and support from peers
and adults, develop and strengthen writing as needed by planning,
revising, and editing.
1, 1A, 1B, 1C, 1D, 1E
ELACC4W6: With some guidance and support from adults, use
technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one
page in a single sitting.

FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

Part V: Development of Assessments

Lesson 1: Learning to Google
Objective 1: The student can navigate Google Chrome documents.
1A. Gain access to Chromebook programs.
1B. Gain access to Google Chrome documents shared with user.
1C. Copy a shared document and create a new document without modifying the original.
1D. Use word processing skills to modify a document and save changes.
1E. Share a document with instructor and other users.
Assessments: In order to assess whether or not students have mastered the objective, I will use a
checklist style rubric. The rubric will be completed as I observe the learners and as I receive the
completed documents that are shared via Google documents.
UDL Principles:

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk
Lesson 2: What kind of question is that?
Objective 2: The student can explain what is meant by a constructed response answer.
2A. Recognize clues that a question requires a constructed-response answer.
2B. Explain the steps for adequately completing a constructed response.
Assessments: The lesson will begin with informal assessments through the use of teacher
observations during the sort activity. During the work session, students will complete a practice
assignment in which they restate questions in the form of a statement. As a final assessment,
students will complete a ticket out the door task. Each student will be given a note card on
which to write an explanation of what constructed response is all about, and briefly explain how
to generate an answer.

Question Sort Activity:

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk
Question Sort Answer Key:

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk
Work Session Question Activity:

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk
Work Session Question Activity:

Example of Ticket-out-the-Door Assessment:

Name

Date

Constructed response means that you have to

come up with the answer on your own,
without any choices. To answer a
constructed-response question you should
always start by restating the question in
the form of a statement.

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk
Lesson 3: RACE to the end.
Objective 3: The student can provide an adequate answer to any given constructed response
question.
3A. Restate the question in the form of a statement.
3B. Include sufficient information to answer all parts of the question.
3C. Cite specific examples or quotes from the text or problem to support the answer.
3D. Explain the connection between the evidence cited and the answer given.
Assessment: The students will complete a performance-based assessment in which they rotate
through stations to answer levelled constructed-response questions. The groups will be assigned
to visit three stations, depending on their reading levels.

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk
Lesson 4: What can I do better?
Objective 4: The student can self-assess their own response to a constructed-response question.
4A. Use a checklist to ensure the response is adequate.
4B. Recognize areas that need improvement and that excel.
4C. Make changes necessary to improve responses.

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

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FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

Part VI: Content Sequencing & Instructional Strategies

Sequence
Sequence

Description

Students will learn to navigate Chromebook software

in order to copy and modify a shared document in
Google Chrome.
Students will recognize questions that require
constructed-response answers and be able to explain
the steps that will lead to an adequate response.
Students will apply steps learned in lesson 1 to
adequately respond to a multi-step question that
requires a constructed response with cited evidence.
Students will assess their own responses to a
constructed-response question using a checklist and
rubric, and make necessary changes to improve the
response.
Students will demonstrate mastery of the skills listed
above.

Objective

1, 1A, 1B, 1C, 1D, 1E

2, 2A, 2B

3, 3A, 3B, 3C, 3D

4, 4A, 4B, 4C

All of the above.

The sequencing for the lessons is based on the learning-related sequencing method. At
any point prior to the academic lessons, the students must be taught to use Chromebooks, as well
as to navigate Google documents. The academic lessons begin with familiarizing the students
with the concept that there are various types of questions, and that each question type has
specific response styles that are appropriate. Next, the students must be taught the pre-requisite
technology skills that are needed in order to access the content. The remaining lessons are
designed to develop the content in a logical manner.

Lesson 1: Learning to Google

Objective 1: The student can navigate Google Chrome documents.
1A. Gain access to Chromebook programs.
1B. Gain access to Google Chrome documents shared with user.
1C. Copy a shared document and create a new document without modifying the original.
1D. Use word processing skills to modify a document and save changes.
1E. Share a document with instructor and other users.
Motivational Strategy: Present student with make-believe situation: Termites entered the
classroom overnight and ate all the paper and pencils we had. How can we do any work
today?? Have students brainstorm ways to continue with lessons and still complete
assignments.
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