1.

The Actual Assessment

Congratulations! Your team has just been selected to recruit settlers from
Europe to come to the growing American colonies. You are responsible for
gathering information on the three different regions for a presentation back
in Europe. The information you provide will help settlers decide which region
to move to. These new settlers are depending on you to provide clear and
accurate information. Their family and livelihood depend on the accuracy
and depth of your presentation.

Using i-Movie, you will create a video to explain the three regions of Colonial
America. Your project will cover the New England Colonies, Middle Colonies,
and the Southern Colonies. Be creative! Use pictures that will help others
understand each region.

Each region needs to include the following information:

Climate what was the weather like in the region?

Economy How did people make a living? What were the major
sources of income?
Geography/Resources What did the land provide that settlers could
use to live/survive?
Nationalities What nations or countries were settlers coming from?

Make sure to give as much information as possible!

2. The Measurement Tool
Student Assessment Rubric
Delivery

4 3 2 1

Narrator sounds Narrator has It doesnt sound It sounds like the

comfortable and practiced the like the narrator presenter is reading a
has practiced the piece for has practiced the script. Delivery
piece for an smooth delivery. piece. Delivery is interferes with ability
excellent delivery. Words are clear better in some to understand the
Words are clear and pacing is places than piece. Words often
and pacing is appropriate. others. Words arent clear and
appropriate. arent always clear pacing makes it
and/or pacing is difficult to follow the
uneven. piece.

Graphics and Images

4 3 2 1

The graphics and The graphics The graphics only The graphics dont
images contribute relate to the marginally relate relate to the audio
to a creative and audio and are to the audio and and distract from the
effective helpful in arent always science content
presentation and communicating helpful in
enhance key the content. communicating
points by the content.
contributing to the
concept
explanation.

Content

4 3 2 1

High level of science Information is Information is Information is

concept accurate and accurate and
understanding is concise. concise. Some inaccurate
apparent. information is
inaccurate, unclear
or rambling.
 Student Self-Assessment Rubric

My project sounds like.

4 3 2 1

I practiced reading I practiced I needed to I really needed to

my information reading my practice reading practice reading
many times and I information and my information. I my information. I
am very comfortable I can share it messed up a few really messed up
sharing it with with others. times. a lot.
others.

My project looks like...

4 3 2 1

I used many I used pictures I used a few My pictures did

appropriate pictures that help viewers pictures that might not help viewers
that help viewers understand my help viewers understand my
understand my project. understand my project.
project. project.

My project seems like...

I really know a I know some I know a little I dont know anything

lot about the things about the amount of about the colonial
colonial regions. colonial regions. information about regions.
the colonial regions.
3. One Example of Student/Participant Submission with Teacher Feedback and
Grade
4. Report of Findings

This assessment required students to use their knowledge and understanding

of the colonial regions. Students were able to assume their roles as presenters and
synthesize the information in order to provide pertinent details for their target

audience.

Using the rubrics and providing the task direction sheet helped to guide

students and their performance. They also helped to teach them that learning was

their responsibility. The student self-assessment rubric shared with the students

what was expected of them before they actually began the task, giving them

direction and outlining what was necessary to be successful. They were able to

complete the work as directed with minimal clarification.

Students were able to set their own goals and take responsibility for their

learning. Knowing what skills made up a desired performance appeared to

encourage students to strive to achieve it. Students appeared to be more self-

reflective. They had to judge excellence, or the lack thereof, of their work. It is

recommended that for future lessons, have students help create rubrics that will be

used in assessment, further allowing them to take ownership of their learning.

5. Report of Impact on Student Learning

We routinely use a concept called 9+ 1 Assessments. Through this, students

are assessed prior to and after instruction for a period of ten days. Data is collected

and disaggregated using Performance Matters, a district-wide data collection tool.

Results of the pretest on colonial regions are as follows:

 Pretest Averages
35 31
30 26 24 25 25
25 21
20 17
15
10
5
0

Posttest Averages
90
78
80 72 70 71
67 69
70 63
60
50
40
30
20
10
0
Overall Class Average Black Multiracial Gifted

Based on results from pre- and posttests, the class overall showed growth.

All subgroups improved from first assessment to posttest. The largest achievement

gap was between White students and Students with Disabilities. All other

subgroups results were consistent with each other.

6. Future Instructional Plans

When asked what could be done to improve the assessment and future

instruction, Ms. Cummins and I both agreed that additional review of content would

benefit all learners. Consulting with our Special Education resource teacher may

help to close the achievement gaps of students receiving special services.

 Ms. Cummins and I further agreed that instruction should be revised to

integrate the Social Studies content in English-Language Arts, especially during her

informational reading and writing units.