RoxanneAT

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** ||
 * Questioning/Prior Knowledge || Observations || Portfolio ||
 * Journal || Checklist || Presentation Rubric ||
 * || Peer Feedback || Storyboard and Product Rubric ||
 * || Teacher Conference || Self Assessment ||
 * || Journal ||  ||
 * || Self Assessment ||  ||

Quantitative || 4 || Quantitative || 4 || Summative || Qualitative Quantitative || 4 || T= does not meet the standards TO= slightly meets the standards TOP=meet the standards TOPS=exceeds the standards ||  ||   ||   ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * Questioning/Prior Knowledge || The teacher uses questioning to assess student's prior knowledge and to monitor their understanding of concepts. Students are encouraged to ask each other questions for clarification and to challenge each others ideas. || Formative || Qualitative ||  ||
 * Journal || Students use journals to keep written records of different types of discoveries, reflections or misconceptions, to access prior or current knowledge, to address any questions they may have, and to adjust instruction if necessary. (6 entries in all) || Formative || Qualitative
 * Observations || The teacher uses observations as visual or written snapshots of student's progress. This helps the teacher check each student's current understanding and level in speaking, listening, writing, reading, identifying visual clues and applying critical analysis. observations also allow the teacher to see which students are progressing and which students are in need of teaching and reteaching || Formative || Qualitative ||  ||
 * Checklist || The student uses the checklist to help ensure they have met all of the requirements of the project. The teacher uses it during conferences to monitor progress, clarify misunderstandings. and offer feedback. || Formative || Qualitative
 * Peer Feedback || Students use peer feedback to seek assistance when reviewing each other's work and then justifying their agreement with their peers. They learn to share their reasoning and to think about others' problem-solving methods. || Formative || Qualitative ||  ||
 * Teacher Conference || The teacher has private conversations with each student to make sure they are learning what they need to, answer any questions students may have, and to assess individual progress at the time. || Formative || Qualitative ||  ||
 * Portfolio || The portfolio is a collection of artifacts that the student has created to reflect his/her learning throughout the unit. || Summative || Quantitative || 4 ||
 * Presentation Rubric || The teacher uses the scoring guide to assess the final presentation || Summative || Quantitative || 4 ||
 * Storyboard and Product Rubric || The teacher uses the scoring guide to assess the final presentation || Summative || Quantitative || 4 ||
 * Self Assessment || Students self-assess to reflect on their learning. The teacher uses these self-assessments to help teach and reinforce strategies. This is used during the creation of the project and after it is complete || Formative
 * || TOPS=4
 * || TOPS=4
 * || TOPS=4