KellyAT

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** ||
 * Pre-test || Graphic organizers || Revisit KWS chart ||
 * KWS chart || Map rubric || Presentation rubric ||
 * Observation checklists || Map checklist || Product rubric ||
 * Questioning || Peer feedback ||  ||
 * || Venn diagram ||  ||
 * || Worksheets ||  ||
 * || Assemble compass rose ||  ||
 * || Post-test ||  ||

Post-test || Students exhibit to me what they know or don't know. The Pre-test provides me with valuable information and is an opportunity for me to see what they have for prior knowledge. The Post-test will be identical to the Pre-test and will identify student growth and knowledge about maps. || F || Qualitative || 100 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * Pre-test
 * KWS chart || Students develop a class chart using sticky notes about what they know about maps, want to learn about maps, and the possible sources they'll use throughout the unit to validate why what they're learning is important and if the information is factual. || Both || Qualitative || 0 ||
 * Observation checklists || I will observe students daily as they work throughout the unit. I will observe them informally, but I will also take notes on the progress they're making and follow a checklist. These observations will help me check their understanding of the content matter that has been taught. The data collected will allow me to see which students are retaining the information and which ones are in need of reteaching. || Both || Quantitative || 100 ||
 * Questioning || I will ask questions daily to gain a better sense of their prior knowledge and to monitor their understandings of the concepts introduced. They will also be encouraged to ask their classmates and myself questions and not to be afraid to challenge the ideas if they aren't in agreement with them. || Both || Qualitative || 0 ||
 * Graphic organizers || Students use these to help organize their ideas. These are a great tool to visually represent their ideas. || Both || Qualitative || 0 ||
 * Map rubric || Students use this rubric to construct a map of their ideal playground. The rubric clearly states the expectations of the project. || F || Quantitative || 100 ||
 * Map checklist || Students use this checklist to make sure they have met all the expectations of the assignment. It's also an effective tool for them to track their progress and keep organized. || F || Quantitative || 100 ||
 * Peer feedback || Students will use peer feedback throughout the unit to share ideas and review each other's work. || Both || Qualitative || 0 ||
 * Venn diagram || Students will create a venn diagram to compare and contrast their own written directions versus the online MapQuest directions. || F || Quantitative || 100 ||
 * Worksheets || Students will demonstrate their understanding of a compass rose and cardinal directions through the completion of worksheets. || F || Quantitative || 200 ||
 * Assemble compass rose || Students will demonstrate their understanding of a compass rose. They will be given patterns to a compass rose that need to be cut and then assembled and glued correctly on a large piece of paper. They'll attach the pieces in the correct spots, label the directional points on the paper, and then color the compass rose. || F

|| Quantitative || 100 ||
 * Presentation rubric || Students use the rubric to help them through the construction of their maps accompanied by their written directions. || Both || Quantitative || 40 ||
 * Product rubric || Students use the rubric as a guide while they're creating the final project. || Both || Quantitative || 16 ||