SE 308
Assessment Plan
Learning Goals
LG1:
Students will
recall and connect
aspects of the
studied piece to
modern pop
culture
Assessments
Pre Assessment
Self-Assessment
Journal comparing what
students knew, to what they
know after
LG2:
Students will
define unknown
words using a
knowledge of the
parts of speech
and using context
clues
Pre Assessment
In class activity/discussion
Formative
Assessment
Post Assessment
Worksheets
Self-Assessment
Journal of reflection upon
improvement
LG3:
Students will
apply different
literary lenses to
the studied piece
to investigate
multiple
interpretations
and create a
formal response
Pre Assessment
In-class activity, response
to a neutral activity
Fishbowl Discussion
Formative
Assessment
Post Assessment
Formative
Assessment
Post Assessment
Self-Assessment
Format of Assessments
Journal response to Hamlet
characteristics
Students will watch Lion
King, and connect
Essay response on unit test
Quiz
Formal Essay
Self evaluation rubric
Alignment with Learning Goals and Instruction
Adaptations
Some students may
have never seen the
Lion King, so having
time in class to watch
is good. Also, if
students do not like
the connection, they
have the option on the
test to write about
other connections
Students who struggle
with the concept will
be given extra time or
extra assistance with
the concept.
This is a pretty
complex concept so
students will be
allowed to choose
which lens they want
to write with. Also,
self evaluation rubric
has effort category
which will help
students. Also,
students will have
time in the computer
lab to type the
assignment.
As can be seen in the grid above, the learning goals are clearly stated in the leftmost
column. All learning goals have assessments and those assessments are congruent with content
and complexity. The assessments are developed to be direct applications of a student’s
knowledge and/or skills learned in the class. The learning goals and assessments are both
challenging and appropriate based upon standards of education for content.
Clarity of Criteria and Standards for Performance
All learning goals have been clearly stated and the assessment criteria are clearly stated
and linked to the learning goals. The learning goals developed were in congruence with DESE’s
Depths of Knowledge and are explicitly linked to corresponding levels within the Depth of
Knowledge chart. Students will be provided with all scoring guides or rubrics prior to
completing an assessment so that have a clear idea of what the standards of performance are for
that particular assessment.
Multiple Modes and Approaches
There are several different types of assessments done within this assessment plan and the
difficulty of each assessment varies. Assessments vary in difficulty in correlation with DESE’s
Depths of Knowledge. An example can be seen in Learning Goal 1. Students will recall aspects
of the story (a level one DOK task) and then connect the studied piece to modern pop culture.
The activities require different skills and a more complete understanding of the text, its features,
and its role in society. Varying the assessment type allows the instructor to test different types of
skills and knowledge deemed significant by education standards.
Technical Soundness
Assessments directly test the knowledge and skills that students apply during instruction.
The pre-assessments correspond to the post-assessments that are included and measure what
students have learned and what they are able to do compared to the learning goals set forth for
the unit.
Adaptations Based upon Individual Needs of Students
Adaptations have been made so that almost all of the work done with this assessment can
be done during class. Discussions and lectures will be done in class, and we will spend time in
class watching the lion king in case a student has not seen the film before. We will also spend
class time in the computer lab for those students who do not have access to a computer. There
are days that are dedicated simply to completing work that allow me to individualize instruction
for students who need it. Any other needs that students have will be accommodated accordingly.
Opportunities for Students to Self Evaluate, set, monitor, and Adjust Learning Goals
Students do have opportunities to evaluate themselves throughout the unit. There will be
significant portion of the grade for the formal essay in learning goal three based upon self
evaluation. This self evaluation will be based upon ideas such as “do you think you provided
adequate supporting detail?” and “did you get to the heart of your interpretation?” All learning
goals will be displayed in the front of the room so that students know at all times what the goals
for the unit are. I will stress the importance of the material, how it fits into the unit, and how it
will benefit a student’s life.
Learning Goal 1:
Pre-Assessment
I had a difficult time choosing which Pre-Assessments I wanted to do for these learning
goals. The issue I had was that I do not like pre-tests because they seem fruitless. Yes, it could
show what a student knows about a topic before instruction compared to what they know at the
end of instruction, but I remember my own experiences with pre-tests and hated them. My
thought was, “if you’re testing me upon something I don’t know, and it’s not for a grade, then
what is the point?” I do not want my students to have the same response because I want
everything done in my class to have purpose in the student’s life. That being said, I decided to
have students do a journal entry once we finish reading Hamlet about the basic characteristics of
the story. I want them to note the plot line, the characters, the setting, etc. The point of this would
be for them to understand the basic structure of the play, which will allow for connection in the
next part of the unit.
Formative Assessment
The next activity would be to watch the Lion King in class. Not only would this allow
students to unwind from reading Hamlet (a very difficult and engrossing read), but it sets the
stage for assessment. Once we have watched the Lion King, I will provide the students with a
hand-out that asks them to note characteristics of Hamlet in one part, and characteristics of the
Lion King in another part. Then there will be a section on the hand-out for connections and
students will break up into groups and discuss parallels between the two. After discussing in
groups connections that were seen, we will open up for class discussion and I will have each
group present a connection that they saw between the two. I will assess students upon
participation in their group discussions and also each group upon their participation in the class
discussion.
Post Assessment
Post Assessment will come in the form of a test upon Hamlet. An essay question upon the
test will ask students to make a connection of the characteristics of Hamlet to modern pop
culture. Because we spent time in class discussing the Lion King, I would expect most students
to write upon that, but if a student chooses some other connection to modern pop culture (a book
they are currently reading, a movie they saw), then they have the freedom to write upon that
topic as long as they provide specific examples and show the connections.
Self Assessment
Students will be asked to make a long journal entry upon the unit of Hamlet. I will ask
them first for their thoughts on Hamlet, things they liked and disliked about the unit, and their
progression of knowledge or understanding of the concepts.
Learning Goal 2:
Pre-Assessment
Again, I wanted to avoid pretests if at all possible. The in-class activity I chose for this
learning goal would be to break students up into groups of 3-4 students. I will then read
sentences which have words that students must define. Students will listen to me read the
sentence and then be asked to write the definition of the word of my choosing upon a piece of
paper. All the papers will be handed to me, and I will read out loud the answers that were given
and then have students vote for the correct answer. I will supply my own answer in addition if
there is not one I find suitable. Students will receive points if they vote for the right one, and I
will ask them why they chose that definition, hoping for a student to mention either context clues
or the parts of speech.
Formative Assessment
For instruction, we will spend some time in class going over the concepts of defining
words based upon parts of speech and context clues. There will be some basic worksheets that
will probably be peer graded. If students seem to struggle with the concepts, I will spend more
time in class on the topic, but if only certain students struggle, I will provide them with more
individualized assistance.
Post Assessment
Post instruction will involve a quiz in which students identify words using a knowledge
of parts of speech and context clues. Students will choose their answer and then provide a
rationale for why they chose such an answer. This is just testing student skills that we developed
within instruction.
Self Assessment
Students will be asked to write a short paragraph upon the back of the quiz about their
improvement of their skills on this concept. Students will have the opportunity to say that they
feel they still need improvement if they feel such a way. If students report they need further
improvement, I will provide them with further assistance in class free time.
Learning Goal 3:
Pre Assessment
Students in this activity will be broken up into groups and will watch a neutral
conversation. The act would probably involve a short scene from a movie while students would
take note. The groups will be assigned to take notes of the conversation focusing on certain
factors. One group will focus on what is being said, another will focus on eye contact, another
will focus on posture, etc. Students will then discuss within their groups the observations that
they made and they will write what happened in the conversation. The goal of this will be for
students to focus on very small things and then make inferences about those observations. An
example would be eye contact. If the eye contact group notices that the eye contact is poor, the
group might infer that a character is lying based upon observations they made. Each group will
present their observations to the class followed by a group discussion.
Students will then be given a hand-out on the different types of literary lenses followed
by a modeling activity I will do to help students understand the concepts.
Formative Assessment
Students will apply the literary lenses to the text of Hamlet in small group discussions. A
good strategy for these small group discussions might be the World Café activity that we did in
SE 306. Students will then be put into different, larger groups and will do a fishbowl discussion.
Students will prepare for all of the interpretations based upon application of the literary lenses
and then will be asked to perform only one, chosen at random by me. Students will then discuss
that interpretation within their discussion time. Students will be asked to take notes on issues that
the “fish” discuss and then a quick class discussion will follow. Then, the next group will
become “fish”.
Post Assessment
Students will use their notes that they develop about interpretations to form their own
interpretation of the text. They will then create a formal essay about the interpretation of their
choice, supplying a thesis and supporting detail. They will be assessed with a rubric focusing on
several different aspects of the essay. This is a difficult and complex concept, so students have
the freedom to choose whatever interpretation that they most identify with.
Self Assessment
Students will be asked to do a quick self-evaluation focusing upon things like effort and
their opinion of their work. Such questions like, “Did you provide X amount of supporting
detail? Did you get to the heart of the interpretation?” This self evaluation will be assigned points
and will be included in the overall grade of the assignment.
Assessment Materials
LG 1:
Journal response to characteristics of Hamlet (Prompt):
Now that we have read Hamlet, take some time in your journal to note basic
characteristics of Hamlet. What was the overall plot? What role did certain characters play? Do
you see any connections to modern pop culture? (movies, plays, books, songs, etc.)
Journal response comparing what students knew before Hamlet and Lion King and what they
know now:
We have read Hamlet and compared it to the Lion King to see if there are any
similarities. What did you know about Hamlet and its effect upon modern pop culture before we
studied this unit? What do you know now? If you do not agree with something we did in class,
why do you not agree?
Essay question prompt:
Hamlet is one of William Shakespeare’s most well known works. Recall aspects of the
studied piece. What was the overall plot? What role did certain characters play? Do you see any
connections to modern pop culture? (We spent time on this in class! If you would like to make
other connections that what we made in class, you may do so but make sure you have enough
supporting detail)
Lion King Worksheet:
The Lion King + Hamlet?!
General Notes about The Lion King -
What was the plot of the Lion King?
Who were these characters?
Mufasa Simba Scar Sarabi -
General Notes about Hamlet -
What was the plot of Hamlet?
Who were these characters?
King Hamlet Prince Hamlet Claudius Gertrude -
What connections do you see between the two? (Plot? Characters?)
LG 2:
Context clues worksheet: (Students will be asked to classify the bolded word into the parts of
speech on the back)
Context Clues: Synonyms
1. Though Samantha's test was partially done, 2. The soft pliable wood was easy to bend.
she received a low grade because it was not
complete.
In this sentence, the word pliable means
bendable
In this sentence, the word partially means
rough
solid
badly
hard
finally
completely
incomplete
3. The altar boy was an acolyte - a helper in
the religious service.
In this sentence, the word acolyte means
deacon
boss
leader
helper
4. My best friend has been a companion to me
for five years.
In this sentence, the word companion
means
mother
friend
brother
father
5. The saturated, dripping dog ran in the house 6. The ugly monster's face was hideous to look
after swimming in the lake.
at.
In this sentence, the word saturated means
old
smelly
wet
dirty
7. Mom had to sterilize, or clean, the baby's
bottle.
In this sentence, the word sterilize means
dirty
throw out
clean
buy
9. We are planning a picnic for today. It is
sunny and warm outside. It will be an
idyllic day - just perfect for a picnic.
In this sentence, the word hideous means
beautiful
scary
funny
lovely
8. The lady sat primly straight in the chair.
In this sentence, the word primly means
proper or tall
slouched
up
down
10. Tara watches the TV continuously, or all
the time.
In this sentence, the word idyllic means
flawed
unsure
perfect
bad
In this sentence, the word continuously
means
in the morning
all the time
never
in the country
Sample questions for context clues/part of speech quiz:
1. The thought of eating a rat is abhorrent to most people.
What does abhorrent most likely mean?
A. fun, lively
B. horrible, repugnant
C. delicious, tasty
D. bland, tasteless
What part of speech does abhorrent classify as?
2. You can trust salesman at that store because they always conduct business in an aboveboard
manner.
What does aboveboard most likely mean?
A. honestly, openly
B. strange, unusual
C. dishonest, sneaky
D. board, wood-like
What part of speech does aboveboard classify as?
Journal prompt for reflection of improvement:
How do your skills of defining unknown words based upon context clues and a
knowledge of the parts of speech compare now to before we started this unit? Have you
improved at all? Why or why not?
LG 3:
Fishbowl discussion:
Class Debate : Fishbowl Discussion Rubric
Teacher Name: Mr. Davis
Student Names:
________________________________________
4
3
2
1
Understanding
of Topic
The team clearly
understood the topic
in-depth and
presented their
information
convincingly.
The team mostly
undestood the topic
and presented their
information with
ease.
The team had some
understanding the
main points of the
topic but did not
discuss with ease.
The team did not
show an adequate
understanding of the
topic.
Respect for
Other Student
Opinions
Students listened to,
evaluated,
respected, and
responded to other
students' opinions.
Students listened to
and respected other
student's opinions,
but might not have
responded to them.
Students listened to
other student's
opinions but did not
respond to them.
Students were rude
to other students
regarding their
opinions.
Focus
Discussion group
stayed on task the
entire time, covering
an interpretation indepth.
Discussion group
pretty well stayed on
task the entire time,
and mostly covered
an interpretation.
Discussion group
had some points
where focus was lost
and/or interpretation
was not very well
covered.
Discussion group did
not stay on topic
and/or interpretation
was not covered at
all.
CATEGORY
8 Points for Peer Evaluation:
How well do you feel this group covered their topic?
Excellent
Good
Below Average
Very Poor
Did students respect each other’s opinions and give adequate time for each student to speak?
Yes
Somewhat
Not Really
Not at All
Formal Essay Rubric:
6+1 Trait Writing Model : Hamlet Critical Lens Rubric
Teacher Name: Mr. Davis
Student Name:
CATEGORY
Focus on Topic
(Content)
________________________________________
4
There is one clear,
well-focused topic.
Main idea stands
out and is
supported by
detailed
information.
Relevant, telling,
quality details give
the reader
important
information that
goes beyond the
obvious or
predictable.
All supportive facts
are reported
accurately.
3
Main idea is clear
but the supporting
information is
general.
2
Main idea is
somewhat clear but
there is a need for
more supporting
information.
1
The main idea is
not clear. There is
a seemingly
random collection
of information.
Supporting details
and information are
relevant, but one
key issue or portion
of the storyline is
unsupported.
Supporting details
and information are
relevant, but
several key issues
or portions of the
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.
Almost all
supportive facts
are reported
accurately.
Most supportive
facts are reported
accurately.
NO facts are
reported OR most
are inaccurately
reported.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes some
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes many
errors in grammar
or spelling that
distract the reader
from the content.
Commitment
(Voice)
The writer
successfully uses
several
reasons/appeals to
try to show why the
reader should care
or want to know
more about the
topic.
Writer makes very
few errors in
grammar or
spelling that do not
significantly distract
the reader from the
content.
The writer
successfully uses
one or two
reasons/appeals to
try to show why the
reader should care
or want to know
more about the
topic.
The writer attempts
to make the reader
care about the
topic, but is not
really successful.
The writer made no
attempt to make
the reader care
about the topic.
Support for Topic
(Content)
Accuracy of Facts
(Content)
Self Evaluation for Formal Essay:
Grade yourself based upon how you feel you did. Please think about the assignment you
did, the effort you put into it, and answer honestly. Each area is worth 4 points.
How much effort did you put into this essay?
4
3
2
1
Did you provide enough supporting detail?
4
3
2
1
Did you utilize class time and carefully craft your essay?
4
3
2
1
Did you get to the heart of your interpretation?
4
3
2
1
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Learning Goals - Give A Hand To