ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
9
Economic Systems
20 (4 weeks)

Stage 1 Desired Results

Established Goals:
9.2 Students will demonstrate an understanding and appreciation of how economic
decision making in Canada and the United States impacts quality of life, citizenship
and identity.
Understandings:
Students will understand
issues of economics and their impact
on quality of life, citizenship, and
identity in Canada and the United
States.

Essential Questions:
1. Which economic system allows for a
higher quality of life?
2. How do the values underlying economic
decision making in Canada and the
United States impact quality of life?

Students will know

Students will be able to do

-The

-Appreciate the values underlying economic

decision making in Canada and the United
States.

principles and practices of

market and mixed economies by
exploring and reflecting upon the
following questions and issues:
- What are the principles of a
market economy?
- Why do governments intervene
in a market economy?
- Why is Canada viewed as
having a mixed economy?
- What is the role of the
consumer in market and mixed
economies?
- To what extent do consumer
actions reflect individual and
collective identity?
- How has the emergence of
labour unions impacted market
and mixed economies?
- What are some similarities and
differences in the way
governments in Canada and the

EDUC 3604 Unit Assessment Plan Template

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

United States intervene in the

market economies?
How do the economic systems
of Canada and the United States
differ in answering the basic
economic question of scarcity?

EDUC 3604 Unit Assessment Plan Template

Social Studies
9
Economic Systems
20 (4 weeks)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Social Studies
9
Economic Systems
20 (4 weeks)

Assessments
Learnin
g
Outcom
es

PowerPo
int

Pre
Assessm
ent

(Formative/Summ
ative)

Type

Summati
ve

Formativ
e

Chapter
6
Dictionar
y
Summati
ve

Weighting

40%

N/A

30%

Title

9.2.1 Appreciate the

values underlying
economic decision
making in Canada
and the United
States.
9.2.4.1 What are the
principles of a
market economy?
9.2.4.2 Why do
governments
intervene in a
market economy?
9.2.4.3 Why is
Canada viewed as
having a mixed
economy?
9.2.4.4 What is the
role of the consumer
in market and mixed
economies?
9.2.4.5 To what
extent do consumer
actions reflect

Exit
Slip

Chapter
6 Quiz

Formati
ve

Format
ive

Summat
ive

Observat
ion/Anec
dotal
Notes
Formativ
e

N/A

N/A

30%

Political
Cartoon
Analysis

Reason
ing
Map

Checkli
st

Peer
Evaluat
ion

Format
ive

Format
ive

Formati
ve

N/A

N/A

N/A

N/A

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Social Studies
9
Economic Systems
20 (4 weeks)

individual and
collective identity?
9.2.4.6 How has the
emergence of
labour unions
impacted market
and mixed
economies?
9.2.4.7 What are
some similarities
and differences in
the way
governments in
Canada and the
United States
intervene in the
market economies?
9.2.4.8 How do the
economic systems
of Canada and the
United States differ
in answering the
basic economic
question of scarcity?
9.S.1.2 Evaluate,
critically, ideas,
information and
positions from
multiple
perspectives.

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan
9.S.9.2 Examine the
values, lifestyles
and points of view
represented in a
media message.

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
9
Economic Systems
20 (4 weeks)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
9
Economic Systems
20 (4 weeks)

Assessment Tool Overview

Assessment
Tool

Brief Description

A PowerPoint presentation will be

created by students individually or in
pairs in order to answer the critical
inquiry question of the unit: Given
their economic systems and how they
affect quality of life, would you rather
live in Canada or the United States?
PowerPoint
This assessment will be used as
Presentation
summative evidence of student
learning as it requires the students to
apply knowledge they have acquired
throughout the unit to a relevant
question and come to a reasoned
judgment about that question. A
rubric will be used for grading this
piece of assessment.
A Dictionary section will be done for
the key terms and concepts addressed
in this chapter. The dictionary will
include a written
definition/explanation of each
term/concept addressed in the
chapter as well as a visual
representation of the term/concept.
Chapter 6
This will be used as a summative
Dictionary
assessment to gather information
about what students have learned
about the impact of specific aspects of
economic systems on quality of life.
Each term/concept will be marked out
of two: one mark for an accurate
definition/explanation, and one mark
for a representative illustration of the
term/concept.
Political Cartoon On Fridays, political cartoons will be
Analysis
analyzed by the students to clarify
understandings of concepts that have
already been taught. This will be used
as formative assessment to see how
well the students understand the

Assessme
nt FOR
Learning

Assessme
nt AS
Learning

Assessme
nt OF
Learning

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Exit Slip

Observation/
Anecdotal
Notes

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
9
Economic Systems
20 (4 weeks)

concepts that have already been

taught, and whether the students can
create connections between these
concepts and messages conveyed by
the media. This assessment tool will
act as assessment FOR learning
because it will allow me to offer the
students feedback about their ideas
and understandings. These cartoons
will be used specifically to assess
student understanding of the values
underlying economic decisions, and
how these values affect how
governments answer the question of
scarcity. This will be done through an
examination of the role of the
government and consumers in
different economies.
Exit slips will be used at the end of
classes that address core concepts or
aspects of economics such as scarcity,
quality of life and government
intervention, in order to gather
information about student learning to
see whether theyve understood what
was taught. These exit slips will either
require the students to provide me
with their own definition and example
of a concept, or the exit slip will
require students to answer a question
related to an aspect covered in class.
This will be used as assessment FOR
learning to check for student
understanding. If students are having
trouble with the concept, I will modify
my instruction for the next class in
order to ensure the students
understand the concept.
During individual or group activities
and discussions, observations will be
made, and anecdotal notes may be
taken on individual progress of the
students in regards to the SLOs
addressed throughout the unit. This

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Reasoning Map

Chapter 6 Quiz

Checklist for
Reasoning
Map/PowerPoint

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
9
Economic Systems
20 (4 weeks)

will be used as assessment FOR

learning to inform my classroom
instruction/activities. It also gives me
the opportunity to give students
immediate feedback about their ideas
and understandings by engaging in
conversation with them individually or
in a group setting.
To help students prepare for their
PowerPoint presentation, they will
prepare a reasoning map beforehand
that will act as a visual representation
of their ideas to give their ideas
coherence and flow before putting
them into a PowerPoint. This will be
used as assessment FOR learning so
that I can see the connections and
progress students are making on their
summative performance task, and I
can give them feedback and guide
them further if needed. Since this task
is an essential part of their completion
of the PowerPoint, the SLOs assessed
by this tool are the same as those
assessed by the PowerPoint.
A summative quiz will be written by
the students in order to assess their
level of achievement in regards to
specific content that is included in the
unit. The quiz will consist of matching
and multiple choice questions in order
to assess certain knowledge outcomes
from the unit. Each question will be
worth 1 mark. There will be no half
marks, as each question will either be
right or wrong.
This checklist will outline what is
required of students to have included
in their reasoning maps and
PowerPoint. It will be used as
assessment for both AS learning and
FOR learning. This will be used as
assessment FOR learning by giving
me an idea of whether or not I need to

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Peer Evaluation
of PowerPoint

Pre-Assessment

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
9
Economic Systems
20 (4 weeks)

provide further support to students as

they work on their projects. This will
be used as assessment AS learning
because students will be gauging their
own progress and seeing which
requirements theyve met, as well as
which ones still need further work.
Since this task is an essential part of
their completion of the PowerPoint
and reasoning map, the SLOs
assessed by this tool are the same as
those assessed by the PowerPoint and
reasoning map.
The time provided to peer evaluate
the PowerPoint presentations will
allow students to get feedback from
their peers about their projects,
specifically about areas of strength as
well as areas of need. This serves as
assessment AS learning. In this time, I
will also have the opportunity to see
where the students are at, and if they
require further supports. This serves
as assessment FOR learning. Since
this task will require students to have
a good understanding of the SLOs
addressed by the PowerPoint and
reasoning map in order to evaluate
the work of their peers, the SLOs
assessed by peer evaluation are the
same as those assessed by the
PowerPoint and reasoning map.
As a pre-assessment, I will review the
SLOs that the students have met in
previous units in order to get a sense
of where their understanding is
currently. I will also discuss with my TA
how familiar the students are with the
use of current events in the classroom
and political cartoon analysis. In
addition, in the first class of the unit,
we will have some discussions about
the big ideas of the unit, and from
discussion, I will gather information

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

about their current understandings

about economics.

Social Studies
9
Economic Systems
20 (4 weeks)