StaceyAT

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 || * Conferences || * Project Rubric ||
 * * Journal || * Exit Passes || * Presentation Rubric ||
 * * Conferences || * Research Checklist || * Reflection ||
 * * Collaboration checklist || * Project Checklist || * Research Paper ||
 * * Project Plan Form || * Anticipation Guide || * Perception Survey ||
 * * Lesson Impression || * Team Assessment ||  ||
 * || * Digital Photo Timeline of Simulation Rubric ||  ||
 * || * GISTing ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * KWL || Students tell any prior knowledge they may have on the Exxon Valdez oil spill or on pollutants. Students will express questions of things they would like to know through this unit. Teachers will use the final piece (L) at the end of the unit to recall what they students have learned throughout this unit. || Formative & Summative (L-section) || Qualitative || 10 ||
 * Journal || Students write in journals about the life of Sam the Sea Otter to gain empathy for these victims. || Formative || Qualitative || 20 ||
 * Collaboration Checklist || Students use the checklist to monitor their collaboration skills as they work together on the report, skit and podcast. Teachers review with students during conferences and prompt students to refer to it during group work. || Formative || Qualitative || 20 ||
 * Project Plan Form || Students will work in their groups to create an organized plan and divide duties of the project making it fair for everyone. Teachers will use this plan in conferences and through observations to help keep students on track and to hold them accountable for their share of the work. || Formative || Qualitative || 30 ||
 * Lesson Impression || Students use pre-vocabulary to create a short "story" either fiction or nonfiction on what they predict the story they are reading will be about. || Formative || Qualitative || 30 ||
 * Questioning for Prior Knowledge || The teacher uses questioning to access students’ 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 || 0 ||
 * Conferences || 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. Conferences provide students with the time to ask questions and clarify information. || Formative || Qualitative || 25 ||
 * Exit Pass ||  || Formative || Qualitative || 10 ||
 * Research Checklist || Students use the checklist to self-assess their progress during the research process. Teachers check during conferences to ensure students are on track. || Formative || Qualitative || 20 ||
 * Team Assessment || Students use the team assessment form to assess their collaboration skills during group work. The teacher uses it for final assessment. Use the job assignment sheet to help guide the group work. || Formative || Qualitative || 20 ||
 * Project Checklist || Students use 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 || 20 ||
 * Digital photo timeline || Students will create a digital photo timeline of events in a sequential order to express findings and results from the simulation activity. || Summative || Quantative || 30 ||
 * Anticipation Guide || The teacher uses anticipation guide to assess if students understand the concept and are able to articulate and justify their answers. || Summative || Quantitative || 30 ||
 * GISTing || Students use key vocabulary and statements to create a summary about what they have just read. || Summative || Quantitative || 30 ||
 * Project Rubric || The teacher uses the rubric to assess the final product. || Summative || Quantitative || 40 ||
 * Presentation Rubric || The teacher uses the rubric to assess the final presentations. || Summative || Quantitative || 40 ||
 * Reflection || Students reflect on their learning by relating the disaster in Alaska to their own lives. Teachers review final reflections to assess student growth in understanding. || Summative || Quantitative & Qualitative || 30 ||