Danny Sumner
Educ. 340
Spring 2010
Professor Gareis
Unit Test Creation Project
Overview
History is a comprised collection of clues that can help understand societal issues faced
today. It serves as the connecting bridge from past to present events, which ultimately impacts
future decisions. The curriculum of 6th grade United States History to 1877 aims at getting
students to operate at various intellectual levels. Most of the objectives reflect student knowledge
and comprehension. As material becomes more complex, students are asked to do more
applying, analyzing, synthesizing, and evaluating to develop an understanding how the American
past influences today’s society. Fundamental concepts, the identification of historical themes and
issues, and the recognition of cause and effect patterns will be explored with a focus on the
social, economical, and political development that has shaped the United States. An in-depth
study of events, ideas, figures, and institutions will be facilitated through lectures, text reading,
assignments, in-class projects, and interactive discussions to further broaden the students
understanding and knowledge of American civilization. This particular unit, Colonial America,
consists of three major regions: New England, Mid-Atlantic, and Southern. Students must be
able to identify the colonies that are associated with each region and understand the geography,
economy, social life, and political/civic life of each region. This unit emphasizes the economic
and political relationships between England and the American colonists that led to the American
Revolution. The purpose of this test is to examine student demonstration of knowledge of
Colonial America.
SOL Objectives and Intended Learning Outcomes
USI.5a: The student will demonstrate knowledge of the factors that shaped colonial America by
describing the religious and economic events and conditions that led to colonization of America.
This ILO focuses on the Comprehension level of Bloom’s Taxonomy. There will be selectresponse items on the test that will cover this ILO.
USI.5b: The student will demonstrate knowledge of the factors that shaped colonial America by
comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with
emphasis on how people interacted with their environment.
This ILO focuses on the Analysis level of Bloom’s Taxonomy. There will be a supply-response
item at the end of the test to cover this ILO.
USI.5c: The student will demonstrate knowledge of the factors that shaped colonial America by
describing colonial life in America from the perspectives of large landowners, farmers, artisans,
women, indentured servants, and slaves.
This ILO focuses on the Comprehension level of Bloom’s Taxonomy. There will be selectresponse items on the test that will cover this ILO.
USI.5d: The student will demonstrate knowledge of the factors that shaped colonial America by
identifying the political and economic relationships between the colonies and England.
This ILO focuses on the Comprehension level of Bloom’s Taxonomy. There will be selectresponse items on the test that will cover this ILO.
Table of Specifications for Test
COGNITIVE BEHAVIORS
CONTENT
Religious and
Economic
Events and
Conditions
Life in New
England,
Mid-Atlantic,
and Southern
Colonies
Colonial life
from various
perspectives
Knowledge Comprehension
Application
Analysis
Synthesis
Evaluation
14
1,2,3,4,5,10,13,1
4, 15, 16,17,18,
19, 21
9
9,11,12,22,23,24
,25,26,27
1
27
1
7
Political and
Economic
Relationships
2
6,8
Construct Validity
The design of this assessment is based on the above mentioned ILOs.
Content Validity
This assessment is designed to cover all of the above mentioned ILOs. According to the Table of
Specifications, the majority of the assessment is based on student comprehension. Most of the
questions cover religious, economic events, and conditions that led to the colonization of
America. There are also several questions dealing with colonial life within the New England,
Mid-Atlantic, and Southern colonies. There is one question that covers colonial life from the
perspectives of various people; however, this question is a matching item that requires students
to identify several facets. There are two questions that deal with the political and economic
relationship between America and England. The essay portion of this test is the sole item that
asks students to engage in higher-order thinking.
Predictive Validity
This assessment has the potential to have high predictive validity because the intended learning
outcomes are based on the Standards of Learning (SOL) test the students are required to take at
the end of the year.
Rationale
Most of the objectives of 6th grade United States history focus on student comprehension and
knowledge. One of the best ways to measure and assess student comprehension and knowledge
is to include select-response items on the assessment. Therefore, I have included matching,
true/false, and multiple choice sections on this assessment. One of the intended learning
outcomes of this unit is that the student will demonstrate knowledge of the factors that shaped
colonial America by comparing and contrasting life in the New England, Mid-Atlantic, and
Southern colonies, with emphasis on how people interacted with their environment. This
particular objective is asking students to engage in higher-order thinking, which is best measured
by supply-response items. For this reason, I have included a short essay at the end of this
assessment to facilitate student higher-order thinking.
This assessment is a combination of items created by myself and items included on a current 6th
grade United States history test on the thirteen colonies. Test item questions 1-11 and the short
essay were designed by me, while questions 12-26 are included on a test offered by my
cooperating teacher Mr. Ed Van Dyke.
Reliability
One of the major threats to the reliability of this assessment is that there are two areas (colonial
life from the perspective of various people and the political and economic relationship between
America and England) may not have enough questions that cover them effectively based on the
Table of Specifications. I have attempted to reduce biases by not reading the names before
reading the short essay and by providing different types of select response items. There are also
items included on this assessment that were brought from another test that has demonstrated to
be an effective assessment.
Scoring and Grading Procedures
This assessment is out of 100 points. The first matching section has five items that is worth 10
total points, with each item counting as two points. The second matching section contains six
items and is worth 12 total points, with each item counting two points. There is a true/false
component of the test worth 10 total points that consists of five questions, which count two
points apiece. There 20 multiple choice questions included on the assessment worth 60 total
points that count as 3 points each. The test is designed to be fairly straightforward because the
majority of it is select-response. The supply-response item at the end of this test will be graded
first without looking at the name on the front of test to ensure objectivity in grading. It is worth
eight points to balance out the breakdown of point distribution that was off-set by the second
matching. Because multiple choice items are probably the best way to assess student
comprehension and knowledge, there are more multiple choice questions on this assessment that
make-up the majority of the point distribution. The two matching sections cover areas that
consist of multiple facets, which is why I felt it was necessary to include these sections. The
true/false section was included to provide alternative select-response items. If I were on my own,
this test would serve as the major unit assessment of this particular unit to determine what the
students have learned.
Scoring Rubric for Short Essay
Students will compare and contrast the New England and Southern colonies by four main factors
including geography, economy, social life, and political life.
Level of Performance
Exceptional (8)
Excellent (6-7)
Very good (4-5)
Acceptable (2-3)
Poor (1)
Description
The student provides thorough and detailed
understanding of all main factors
The student provides a complete understanding
of at least 3 main factors
The student provides an understanding of at
least 3 main factors, but does not provide
sufficient knowledge of one main a factor
The student provides an understanding of at
least 2 main factors, but does not provide
sufficient knowledge of other main factors
The student provides an incomplete
understanding of at least 3 main factors
13 Colonies Test
1) Match each colony with the statement that best describes it. (2 pts each)
______Georgia
______Massachusetts Bay
______Pennsylvania
______Plymouth
______Roanoke Island
A) Was settled by people who had been in
debtor’s prisons in England.
B) Was settled by the Puritans.
C) Was settled by separatists from the
Church of England who wanted to avoid
religious persecution.
D) Was established as an economic venture.
It is known as the Lost Colony.
E) Was settled by the Quakers, who wanted
to have freedom to practice their faith
without interference.
Circle the correct answer to each statement. (2 pts each)
2) Colonists living in the South were religious reformers and separatists that had the village
and church as the center of life. (True/False)
3) England taxed colonies after the French and Indian War. (True/False)
4) Colonists had to obey English laws that were enforced by governors. (True/False)
5) The main reason for the establishment of Jamestown was religious. (True/False)
6) Colonial legislatures directed the colonies and enforced the laws for the king.
(True/False)
7) Match each set of people with the statement that best describes them. (2 pts each)
______Artisans
______Farmers
______Indentured servants
______Large landowners
______Slaves
______Women
A) Agreed to work without pay and were
free at the end of their contract
B) Worked in towns and on the plantation.
They lived in small villages and cities.
C) Were captured in their native Africa and
sold to traders, then were shipped to the
colonies.
D) Lived predominately in the South and
relied on labor.
E) Worked as caretakers, house workers,
and homemakers
E) Worked the land according to the region
and relied on family members for labor.
Answer each question by choosing the best answer. (2 pts each)
8) Which of the following is NOT true of the economic relationship between the colonies
and England?
a.
b.
c.
d.
England imposed strict control over trade.
England taxed the colonies after the French and Indian War.
Colonies traded raw materials for goods.
Colonies relied on England for all economic support.
9) People in the _____ colony hoped to experience a new life in the colony and economic
freedom in the New World.
a. Plymouth
b. Georgia
c. Roanoke Island
d. Pennsylvania
10) The Virginia Company established the settlement of __________.
a. Roanoke Island
b. Plymouth
c. Jamestown
d. Pennsylvania
11) The social life of the Mid-Atlantic colonies was based on all of the following EXCEPT:
a. Slavery
b. Villages and cities
c. Varied and diverse lifestyles
d. Diverse religions
12) The region that was characterized as having a moderate climate and fertile land was
a. Southern
b. New England
c. Mid-Atlantic
d. Mid-Western
13) The Pilgrims separated from the _______.
a. Church of England
b. Church of Holland
c. Puritan Church
d. Roman Catholic Church
14) Which colony was settled by the Puritans?
a. Roanoke
b. Georgia
c. Jamestown
d. Massachusetts Bay
15) What was the first permanent English settlement in North America?
a. Jamestown
b. Roanoke
c. Plymouth
d. Pennsylvania
16) Which colony was settled by the people who had been in debtor’s prisons in England?
a. Massachusetts Bay
b. Plymouth
c. Georgia
d. Roanoke
17) The Quakers settled in the _____ colony.
a. Jamestown
b. Pennsylvania
c. Rhode Island
d. Georgia
18) Separatists who wanted to avoid religious persecution settled in the_____ colony.
a. Plymouth
b. Georgia
c. Roanoke
d. Massachusetts Bay
19) All of the following were established for religious reasons EXCEPT:
a. Plymouth
b. Jamestown
c. Pennsylvania
d. Massachusetts Bay
20) Taxing the colonies after the French and Indian War is an example of:
a. England’s attempt to control the economic relationship with the colonies
b. How to win a war
c. Forcing the American Indians to accept English control
d. England’s political weakness
21) Roanoke Island (Lost Colony) and Jamestown Settlement were similar in that
___________.
a. Both mysteriously disappeared
b. Both were settled by the French
c. Both were established as economic ventures
d. Both were established the same year
22) Which region’s warm, moderate climate and fertile land made it ideal for growing crops
such as tobacco, cotton, indigo, and rice?
a. New England
b. Mid-Atlantic
c. Southern
d. Western
23) Which colonial region had rocky soil and a jagged coastline?
a. New England
b. Mid-Atlantic
c. Southern
d. Western
24) The Mid-Atlantic economy was based on all of the following EXCEPT:
a. Livestock
b. Grain
c. Plantations
d. Trading
25) What type of economic activities did the New England environment support?
a. Fishing and whaling
b. Livestock and grain
c. Cash crops and large farms
d. Plantations and slavery
26) The economy of the Southern colonies was based on all of the following EXCEPT:
a. Plantations
b. Cash crops
c. Slavery
d. Fishing
27) Which geographic feature was common to ALL three colonial regions?
a. Boston Harbor
b. Appalachian Mountains
c. Rich farmlands
d. Piedmont
Short Essay (8 pts)
In what ways were the New England colonies different from the Southern colonies?
Answer Key
1) __A__
__B__
__E_
__C__
__D__
2) False
3) True
4) True
5) False
6) False
7) D
8) B
9) C
10) A
11) C
12) A
13) D
14) A
15) C
16) B
17) A
18) B
19) A
20) C
21) B
22) A
23) C
24) A
25) D
26) B