CarlosAT

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** ||
 * (K-W-L) Chart || Informal Observations and Anecdotal Notes || Products ||
 * Think-Pair-Share || Progress Checklists || Performances ||
 * Project Plans || Written Journal ||  ||
 * Peer Feedback ||  ||   ||

This is an activity, which has as a purpose to determine what students already know about the topic, so that we can start building using as a starting point what they may or may not know about the topic. || Formative || Qualitative || 10 || This activity helps students build up together some basic knowledge about the topic. || Formative || Qualitative || 10 || This activity aims to give students the opportunity to organize themselves by establishing their roles within the groups, their goals, strategies, timelines and self-assessments by following checklists of project tasks || Formative || Quantitative || 40 || Students get an opportunity to internalize the characteristics of quality work by assessing the work or project plan checklists. || Formative || Quantitative || 10 || Teacher facilitates guidance or advice if students request it, and helps students stay on tasks. || Formative || Qualitative || 10 || "How can communicating what I know about the Monarch butterfly in Spanish help me make new friends?" Students have an opportunity to reflect on their understanding of the topic and how this information can be useful to them. || Formative || Qualitative || 30 || (Rubric) || Students show their products to children from kindergarten. Students get an opportunity to showcase what they have created. || Summative || Quantitative || 50 || (Rubric) || Students explain their projects to children from kindergarten. Students communicate to others their understanding of the topic. || Summative || Quantitative || 50 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * (K-W-L) Chart || Students brainstorm what they know about the Monarch butterfly.
 * Think-Pair-Share (Chart) || Students tell each other what they remember about the Monarch butterfly. They fill out charts.
 * Project Plans (Checklists) || Students break up into groups of four or five, and discuss together.
 * Peer Feedback (Checklists) || Students mix with members of other groups, and share with them their project plans.
 * Informal Observations and Anecdotal Notes (Checklists) || Teacher monitors students progress using checklists of work progress stages, and information quality.
 * Progress Checklists || Students talk to members of their group, and determine work quality, usage of projects' time, anf how well they perform their roles within the group, giving each other feedback by using checklists. || Formative || Quantitative || 20 ||
 * Written Journal || Students write a two paragraph reflection using the essential question
 * Product
 * Presentation