SamAT

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** ||
 * KWL || Poverty Questions || Final Product (iMovie) ||
 * Poverty Definitions || Poverty in USA Essay || Presentation of Product ||
 * || Comparative Poverty Essay || Letter to Classmate ||
 * || Poverty Cycle ||  ||
 * || Peer Feedback ||  ||
 * || Letter to Gov't Official ||  ||
 * || Class Discussion ||  ||

Summative || Qualitative || 50 || X = Ungraded 10 = Homework/Classwork grade 50 = Quiz/Essay grade 100 = Test/Large project grade ||  ||   ||   ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * KWL || This will be done prior to starting the unit. I will ask each student to complete a KWL on their own and we will then do a master one on the board. The most important part of this KWL is the "K" part. I will use this information to see what my students already know, sort of like a pre-test. || Formative || Qualitative || 10 ||
 * Poverty Definitions || Using the information from the KWL, prior knowledge, and information from class discussion, students will come up with a definition of poverty. It is important to note that this definition must of some semblance of accuracy from the start. However, this definition is fluid and may change throughout the unit. || Formative || Qualitative/ Quantitative || 10 ||
 * Poverty Questions || While watching a video about poverty in the USA students will answer some poignant questions about poverty. They will be asked to step out of their lives and into the lives of the people in the video and answer questions based on empathy for their fellow humans. These questions will be asked during and after the video. The hope is that they will lead to a class discussion. || Formative || Qualitative || 10 ||
 * Poverty in USA Essay || Using information gathered last class (poverty in USA video/discussion), and others from a little bit of lecture and discussion students are to write an essay. The essay will be used to describe what poverty looks like in the USA. Students should exhibit some understanding that poverty takes on different forms in urban vs. rural areas. Also, students should be able to discuss the similar characteristics amongst all living in poverty in the USA. || Formative || Qualitative || 50 ||
 * Comparative poverty Essay || This essay is another building block of understanding for this unit. Students will have the opportunity to use all information gathered so far (including a second video about child labor in Brazil) to compare poverty in the USA with what it looks like in other parts of the world. One major question to be answered and developed fully is: "Would the average person living in poverty in the USA be considered impoverished if they lived in another country?" || Formative || Qualitative || 50 ||
 * Poverty Cycle || Students will draw (or somehow display with technology) the poverty cycle. The cycle must include 3 possible causes and 3 possible solutions. The poverty cycle must be accurate and include education as part of at least one of the possible solutions. They will be evaluated on the accuracy of the cycle. || Formative || Qualitative/ Quantitative || 10 ||
 * Peer Feedback || Peer feedback will come into play a lot throughout the unit. Students will have numerous opportunities to discuss their products and progress with others. There will be formal times set up for peer feedback as well. Students will peer edit essays, the poverty cycle, the letter, and the final product. || Formative || Qualitative || X ||
 * Letter to Gov't Official || Students are to write a letter to a government official explaining the need for assistance to get them out of poverty. The letter is the set-up for the iMovie. Ideally the letter will act as an introduction for the iMovie to be used/viewed later on. || Formative/
 * Class Discussion || Although class discussion during this unit does not include a rubric and/or a formal grade, it is very important. Students are expected to participate and add to the conversation. This is an important information gathering/clarifying time for many students. || Formative || Qualitative || X ||
 * Final Product iMovie || Students will create an iMovie acting as a teen living in poverty in some part of the world. They will do some additional research into the chosen area and use information from the unit. The iMovie must explain how and why they are in the current predicament. The iMovie must also include a plan to get out of the poverty cycle. This will be viewed by a government official who has the ability to help. || Summative || Qualitative || 100 ||
 * Presentation of Product || The presentation of the iMovie is the culminating piece of the project. Students are to set the tone and introduce their work. They are also to clearly identify the role of the class while they watch the iMovie. || Summative || Qualitative/ Quantitative || 50 ||
 * Letter to Classmate || This is a small letter written by students to another student. They are to choose one presentation and respond to it in letter form. They are taking on the role of the government official and/or a member of the official's staff. || Summative || Qualitative || 10 ||
 * || Point Value Breakdown: