AndreaAT

Samples of unit [|assessment timeline].
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Ice cream come brainstorming || observation || final product rubric ||
 * || checklist || final presentation rubric ||
 * || growing pattern rubric || Patterns test. ||
 * || t-shirt pattern || first grade math prompt 1 bubble patterns ||

the prior knowledge about patterns. || formative || qualitative ||  || || We will use observations and anecdotal notes to assess the students level of knowledge. || formative || qualitative ||  ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * brainstorming Ice cream cone || The purpose of this assessment is to determine
 * Teacher observation
 * Teacher checklist || This assessment is a way to record a student's ability to extend a pattern. || formative || quantitative || 4 ||
 * Growing pattern rubric || The purpose of this assessment is to determine the student's ability to create a growing pattern using manipulatives. They need to extend the pattern 3 times. || formative || quantitative || 4 ||
 * t-shirt pattern || The purpose of this assessment is to demonstrate their ability to create a pattern and display it on a t-shirt. || formative || quantitative || 4 ||
 * final product rubric || This assessment is designed to determine the student's ability to create a product showing a pattern and repeating it at least 3 times, They also need to make the product visually appealing and easy to understand. The product also needs to be interactive to show higher order thinking skills. || summative || quantitiative || 20 ||
 * final presentation rubric || This assessment is designed to determine the student's ability to communicate others clearly and effectively. Looking at their ability to attain eye contact, speak loudly and clearly and having the ability to explain their pattern to others. || summative || quantitative || 16 ||
 * pattern test || students will complete specified patterns then create and name their own pattern correctly || summative || quantitative || 10 ||
 * first grade math prompt 1 bubble patterns( Constructed response) || Students will continue the pattern by drawing the missing bubbles and writing an explanation of how they determined the correct answer. The rubric is scored on a 1-4 point scale. || summative || quantitative || 4 ||