Assessment Plan

Formative Assessments
Asking/Answering Questions: Students will be assessed on their ability to answer
questions posed during class, as well as their ability to explain their answers and to ask
questions themselves.
Days: every day; as review at the end of classes, during activities to confirm
understanding, during prediction process, etc.
Discussion: As students discuss the topic of the day, I will circulate and observe to
determine if they meet the objectives for the class.
Days: 3, 5, 6, 7, 8, 10, 11, 14, 15
Prediction: Students will make predictions based on what they have learnt about what may
be the cause of a result, or what the result may be. They will then learn about the topic
through a variety of activities (eg. research, simulations, labs, etc.) At the end of the topic,
we will review the predictions and summarize the evidence that support/do not support the
prediction. Students will be assessed on their ability to make predictions and to use
evidence to discuss them.
Days: 2, 4, 7, 8, 10, 13, 14, 15, 16
Worksheets: Students will complete worksheets, which will either be collected by the
teacher or corrected as a group in the following lesson. They will be assessed on their
ability to complete the worksheets and to identify and correct their mistakes. Collected
worksheets will not be graded but errors will be identified, then returned to the students.
Days: 1, 3, 5, 12, 13, 14, 15
Model Construction/Simulation: Students will be assessed on their ability to work in a group
to create the model and use it as accurately as possible to demonstrate the processes
being studied.
Days: 1, 2, 4, 5
Poster Creation: Students will be assessed on their ability to work in a group to complete
posters containing the specified information provided.
Days: 7, 8
Labs: Students will be assessed on their behaviour (including safety) as well as their use of
the scientific method).
Days: 9, 16
Cross-curricular Projects: Students will be formatively assessed throughout the unit (checkin points), on their research and written opinions. This will be done by collecting and
providing feedback on research, arguments, and written opinions, in anticipation of the final
summative element (the debate). Students will also do self and team evaluations.
Days:
2 (definition of topic)
4 (contribution of research to topic Google Doc)
6 (short written opinion on genetic engineering; 2-3 sentences)
7 (collect articles [2-3] and add to the topic Google Doc)
8 (GATTACA opinion)
14 (submit short written opinion on genetic screening)
Ongoing days 6-13 (work on Google Doc file with group members to compile
research, periodically checked and evaluated by the teacher - feedback provided at
least twice during the period by the teacher)
After exam (self and team evaluations)

 Exit Slips: Once a week students will submit exit slips where they identify what they learnt,
what they want to learn, and/or what they didnt understand.
Days: 1,4,8,12,17
Summative Assessments
Summative assessments will occur at the end of specific topics and the end of the unit.
Exams: Two exams will be given on the same day, each taking half of the class to
complete. There will be a written portion and a lab based portion. (Day 18)
Written: Students will be asked to answer questions based on what they have learnt in
the unit. This will be designed to help them prepare for their diplomas and to become
familiar with the format.
Lab: Students will circulate between stations where they will identify phases of the cell
cycle using a microscope (write answers on an exam paper), perform simulations using
using 3D models (observed by teacher), and compare predicted to actual counted ratios
using a Gizmo computer program (write answers on exam paper). They will be
evaluated on their knowledge of lab techniques, safety and content knowledge.
Laboratory Assignments: Students will complete lab reports (with an outline and example)
using the information gathered during lab sessions. They will be evaluated on their ability to
write predictions and explain the results of the lab.
Day: 9, 16
Cross-curricular debate: Students will participate in a debate focusing on ethics. They will
be assessed on their ability to formulate arguments for and/or against the ideas, as well as
on being able to use the information learnt throughout the unit to explain their opinions.
They will also be assessed on their research and ability to express their arguments, as well
as a final portion in which they will explain if their opinions changed following the debate
and how (due following the unit test).
Day: 17