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Assessment Assignment
CI 407
30% of Final Grade
Due: Friday, March 29
An important aspect of any teaching position is to assess student progress toward learning goals,
whether in individual lessons, in a unit, or over the entire school year. In this assignment you
will create three different forms of assessment for use in the classroom.
Think about a unit you have created. This can be the unit you are working on for your
supervision, a unit of study you have taught or will teach in your placement, or a unit you created
for a previous class. Complete the UBD unit planning template found on page 3 and 4 of these
instructions and include this as a cover sheet for your assignment.
You will be creating three different forms of assessment and the corresponding answer
keys/rubrics for this unit. These assessments could be three different forms of summative
assessment or they could be spread throughout the unit. The possible forms of assessment are:

Formative Assessment (along the way)

Authentic Assessment (putting learning into practice, i.e. writing a
letter to the editor or creating a proposal for a park clean-up)

Summative Assessment (end of unit)

Traditional Assessment (quiz/test)

Portfolio Assessment (collection of work & reflection on learning)

Performance Assessment (showing what you know - presentation, skit,
etc.)

Writing Assessment (using writing to show knowledge; may be your LA
class assignment)
Choose three of the seven assessment types listed above to create for your unit.
For each assessment you create, remember that the purpose of any assessment is to evaluate a
student’s progress toward a learning objective.
 Clearly articulate the unit’s objective(s) students are trying to achieve for each
assessment. Use the ABCD format for objectives.
 Create the assignment sheets and/or test questions for each assessment
 Create the rubrics/answer keys
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Check List
_____
UBD Unit Planning Template Cover Sheet
_____
Assessment #1
_____
_____
_____
Clearly stated objectives in ABCD format
_____
Clear assignment sheet instructions or test questions
_____
Rubric or answer key
Assessment #2
_____
Clearly stated objectives in ABCD format
_____
Clear assignment sheet instructions or test questions
_____
Rubric or answer key
Assessment #3
_____
Clearly stated objectives in ABCD format
_____
Clear assignment sheet instructions or test questions
_____
Rubric or answer key
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UBD Unit Planning Template
Stage 1 - Desired Results
Grade Level:
 5th grade
The American Revolution sparks
the beginning of the United States.
Enduring Understanding:


Independence can come at a great
cost.

People have the right to govern
themselves.

Each individual has a set of natural
rights.
Essential Questions:
What is independence?
Who is entitled to freedom?
What are you willing to sacrifice for
freedom?
How did the revolution evolve into a full
fledge war?
How did specific individuals, battles and
resources shape the outcome of the
Revolutionary War?
Common Core and Illinois Standards:
Illinois Social Studies Standards:
B. Understand the development of
significant political events.
16.B.2b (US) Identify major causes of the
American Revolution and describe the consequences of the Revolution through the
early national period, including the roles of
George Washington, Thomas Jefferson and
Benjamin Franklin.
A. Understand and explain basic
principles of the United States
government.
14.A.2 Explain the importance of fundamental concepts expressed and implied in
major documents including the Declaration
of Independence, the United States
Constitution and the Illinois Constitution.
Content Areas Addressed:
 Social Studies
 Reading
 Writing
Unit Objectives (label with the
assessment number in Stage 2):
 Students will demonstrate conceptual
understanding of the American
Revolution in regards to revolution in
general. (Assessment #’s 1,3)
 Students will discover the reasons that
caused the American Revolutionary
War. (Assessment #’s 1,3)
 Students will recognize important
leaders of the war. (Assessment #’s 1-3)
 Students will identify important
documents created during the war for
independence. (Assessment #’s 1-3)
 Students will understand the basic
definition of “freedom” and “rights”.
(Assessment #’s 1-3)
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Common Core Standards
CCSS.ELA-Literacy.SL.5.2 Summarize a
written text read aloud or information
presented in diverse media and formats,
including visually, quantitatively, and
orally
Stage 2 – Assessment Evidence (name the three kinds of assessment you have chosen
and provide a brief description of these assessments)
Assessment #1: (Performance) 5th Grade Assessment #2: (Authentic) Declaration
Evening News Broadcast
of ________
Each section in the chapter will be broken
Students will be given the chance to bring
down and summarized by a small group
up a concern to the teacher that is an issue
and presented to their classmates in the
for the majority of the class. Students will
form of an evening broadcast. Students will draft up a document together stating what
include and explain important people,
their class wide declaration is and formally
events, vocabulary words and the answer
present it to me. Afterwards students will
to their section’s review question in their
write a short journal entry stating if they
scripts.
agree with the declaration or not and if
they would sign their name to the
declaration.
Assessment #3: (Traditional) Extended
Response Test
Students will be given a short answer test
at the end of the unit with questions
centered on concepts and class discussions.
Stage 3 – Learning Plan
Remember:
W: (where/what)
H: (hook/hold)
E: (equip/experience/explore)
R: (rethink/revise)
E: (evaluate)
T: (tailored)
O: (organized)
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How Many Lessons of What Length?
There will be 10 lessons of 40 minutes
each.
Bullet Your Lesson Plans:
 Review of Continental
Congress/Discussion of Common
Sense
 Declaration of
Independence/Danger in signing
 Group work on broadcasts
 Class Declaration Project
 Washington Taking
Command/Defeat and Victory
Broadcasts
 Tuning Point and Valley Forge
Broadcasts
 What does freedom mean to this
group? Role Play
 Help from other nations
 The fighting continues/Victory at
Yorktown broadcasts
 Treaty of Paris Broadcast
Overview of Assessments
Assessment 1: (Performance) 5th Grade Evening News Broadcast
ABCD Objective: Given a particular section related to the American Revolution, the student
will be able to accurately summarize its main ideas and events in a broadcast that is 2-3 minute
long
Assignment Sheet (Below):
Rubric/Grading Sheet (Below):
Assessment 2: (Authentic) Declaration of ______________
ABCD Objective: Given a model of the main tenets of the Declaration of Independence, the
student will be able to think about their rights as a child and defend them with 70% accuracy.
Assignment Sheet (Below):
Rubric/Grading Sheet (Below):
Assessment 1: (Performance) Chapter 9 Test
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ABCD Objectives: Given a 10 question test the student will be able to synthesize material that
has been covered and explain them with 100% accuracy in a 40 minute time period.
Assignment Sheet (Below):
Answer Key (Below):
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(Assessment #1)
5C Evening News
Directions
Each group will focus on one section in Chapter 9 and focus on the key
ideas in that section. You will then present your findings in a news
program for the class.
Procedure
 Each group will have 3 people. You will sign up for one section and
present a 4-5 minute news program for your section..
 After reading your section, meet with group members to discuss
the main ideas in your section.
 You will then create a script for your news program that includes:
significant events, dates, people, issues, quotes and your answer
to your section’s review question.
 News Anchor: Quick summary of key ideas and events.
 Reporter: Asks thought-provoking questions about event and
importance.
 Eye-Witness (es): Gives description of what was seen.
 Before you present you will be able to conference with Miss
Owolabi to talk through presentation.
Rubric Checklist for News Program:
10 pts ________ Has a name.
10 pts ________ Describes significant event using accurate
information and
elaborate details.
10 pts ________ Includes important people and/or quotes.
10pts ________ Answers section’s review question.
10pts ________ Is 2-3 minutes long.
Bonus: *Props
*Costumes
* Poster/Banner/Backdrop
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(Assessment #2)
Directions: Answer EACH question using complete sentences and specific examples for the
text or class talks.
Compare and contrast Thomas Jefferson’s Declaration of Independence with Thomas Paine’s
Common Sense.
-Common Sense got people convinced that it was time to part and declaration of
independence was the official document letting Britain know they were declaring.
What is ironic about Thomas Jefferson saying that “all men were created equal”?
-There were slaves at the time and they were not considered to be equal; he only meant
white, male, landowners.
Why was timing an important strategy in Washington’s surprise attack on Trenton?
-They attacked on Christmas, so the British were not expecting them to attack on a
holiday.
How does freedom differ amongst
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Rubric
Please attach the rubric to your assignment when you submit it.
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All components of UBD planning template
are complete. Standards and objectives are
appropriate for grade level; are clearly
related to each other; address all aspects of
learning in actual lesson. Objectives include
all required components including the
enduring understandings and essential
questions.
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1
Minor omissions or mismatches One major omission of an
applicable standard and/or
objective. Poor alignment of
standards and objectives.
Objectives
Objectives are articulated using ABCD
format and are aligned with the assessment
created.
Objectives are missing one
component of the ABCD
format.
Assessment #1
Assessment aligns with the stated
objectives. Appropriate for grade level.
Clear instructions that are easy for grade
level students to follow.
Rubric/Answer
Key #1
Answer key provides answers to all
quiz/test questions as well as states how
many points each answer is worth.
UBD Planning
Template
Rubric provides clear expectations of
performance by the students and aligns with
the assessment assignment sheet. Students
at grade level can understand rubric. Point
values are clearly delineated.
Objectives are not written in
ABCD format OR Objectives
do not align with the
assessment created.
Minor omissions or mismatches Assessment does not align with
the objectives created
Minor omissions or mismatches No answer key provided or no
rubric provided.
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Assessment #2
Assessment aligns with the stated
objectives. Appropriate for grade level.
Clear instructions that are easy for grade
level students to follow.
Minor omissions or mismatches Assessment does not align with
the objectives created
Rubric/Answer
Key #2
Answer key provides answers to all
quiz/test questions as well as states how
many points each answer is worth.
Minor omissions or mismatches No answer key provided or no
rubric provided.
Rubric provides clear expectations of
performance by the students and aligns with
the assessment assignment sheet. Students
at grade level can understand rubric. Point
values are clearly delineated.
Assessment #3
Assessment aligns with the stated
objectives. Appropriate for grade level.
Clear instructions that are easy for grade
level students to follow.
Minor omissions or mismatches Assessment does not align with
the objectives created
Rubric/Answer
Key #3
Answer key provides answers to all
quiz/test questions as well as states how
many points each answer is worth.
Minor omissions or mismatches No answer key provided or no
rubric provided.
Rubric provides clear expectations of
performance by the students and aligns with
the assessment assignment sheet. Students
at grade level can understand rubric. Point
values are clearly delineated.
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Grammar/Spellin
g/Neatness
No grammar/spelling errors. UBD
5 or fewer grammar/spelling
template, assessment and rubric are neat and errors. OR UBD template,
professional.
assessment or rubric have
minor neatness/professionalism
issues.
More than 5 grammar/spelling
errors OR UBD template,
assessment or rubric have
major neatness/professionalism
issues.