Chapter 3: Assessment Plan
Assessment Accommodation Table 3.1:
This table displays an overview of the formative and summative assessment for this unit. The top half the table
displays the unit goals and the pre-assessment plan for this unit. Appendix A1 is a print copy of the Google
Forms online pre-assessment test. The bottom half the table lists the daily objectives for the five unit lessons
and the summative assessment activities for each day.
Unit Goal
Pre
Assessment
1) Students will be able to explain why
the Industrial Revolution began in
Britain and list the causes.
2) Students will be able to predict the
impact of the first industrial revolution
on various social groups.
3) Students will be able to compare and
contrast the first and second industrial
revolutions and their impacts on mass
culture.
4) Students will be able to rewrite the
fundamentals of the various economic
theories including laissez-faire
capitalism, Marxism and utopian
socialism.
5) Students will be able to identify the
factors of the transportation revolution
and the social repercussions of the
changes.
Learning objective
After completing this lesson, students will be
able to list the three most important factors
that lead to the Industrial Revolution in
Britain based on the class vote.
Post Assessment
Accommodation on
Assessments
Paper and pencil
multiple choice and short
answer test.
No accommodations
necessary. If they were
I might read
instructions out loud to
the class, design a large
print/ minimal
distraction test, print
the Google Form for
easier reading, or allow
students to take the test
in the guidance
conference room during
extended time.
Assessment
Format of assessment
Accommodations on
Assessments
Formative:
Students will
craft written
responses to
four thinking
questions and
submit them
on the class
message
board.
Students must
respectfully
comment on
one
Written on the class
website message board.
Students can use their
textbooks and notes to
support their answers.
Online
multiple
choice test.
Topic and Learning
Activity
Topic:
Causes of the
Industrial Revolution
Brief Description:
Students will view a
PowerPoint of images
(with minimal text) to
facilitate note taking
and spring board
class discussion
Oral in small groups and
as a whole class.
Students can talk
privately with their
small group to help
support their analysis of
the causes. Students
uncomfortable speaking
to the class can still
voice their opinions.
classmate’s
response.
If necessary, I would
provide a PowerPoint
with notes already
entered and/or a note
online. Additionally, I
will provide a list of
causes to students who
are struggling and ask
them to rank from the
pre-drafted listed.
Students will
work in small
groups to
list/rank the
causes of the
revolution.
Each group
will be asked
to suggest one
cause to add to
the class
master list and
offer evidence
for its
inclusion. The
class will then
vote on each
cause to
identify the
most
important
cause.
After completing this lesson, students will be
able to write two evidence supported
predictions about the impact of the first
industrial revolution on each of the following
groups: middle class workers, women and
children using the social impact handout.
Topic: Social Impact
of the First Industrial
Revolution
Description of
Lesson: Students will
view a PowerPoint of
images (with minimal
text) to facilitate note
taking and spring
board class
discussion
Formative:
Students will
write two
evidence
supported
predictions
about the
Industrial
Revolutions
on slips of
paper, the
class will be
randomly
given these
papers and
will use it
check the
evidence we
study in the
next class;
Formative:
Students will
offer oral
descriptions of
images in the
PowerPoint.
oral, pen and paper,
written
Students having
difficulty will be
provided with
prediction stems to
guide their predictions
and an “evidence” to
match to their crafted
stems.
Students will be able to
confer with their seat
partner on the items in
the PowerPoint to selfcheck understanding
If necessary, I would
provide a PowerPoint
with notes already
entered.
After completing this lesson, students will be
able to complete a Venn Diagram with three
pieces of evidence in each section comparing
the first industrial revolution to the second
industrial revolution without the help of a
word bank.
After completing this unit, students will be
able to define laissez-faire capitalism,
Marxism and utopian socialism in a sentence
of their own words.
After completing this lesson, students will be
able to identify at least three ways that
transportation technology developments
caused social changes during the Industrial
Revolution using a matching column
handout.
Students will view a
primary source rich
PowerPoint. As a
class we will analyze
and classify
document A. I will
assist by pointing out
important details and
asking for specific
analysis. Students
will work in groups
of three to analyze the
remaining documents.
They will then be
randomly chosen by
student number to
provide description to
the entire class.
Formative:
students will
fill out a Venn
diagram with
at least three
pieces of
evidence for
the first and
second
industrial
revolutions
Oral, pen and paper,
visual
Students who need
extra help will receive a
word bank to bolster
the activity.
Formative:
Students
describe and
orally analyze
the documents
in the
PowerPoint
set.
Topic: Reforming
Industrial Society
Written in groups,
outline worksheet;
Formative:
Students will begin
by viewing a
PowerPoint on
economic systems
that uses images to
support class
discussion.
Topic: Transportation
Revolutions
Brief Summary:
Students will view a
short video on the
transportation
developments in the
industrial revolution.
Students will break
into five groups and
will be assigned a
facet of transportation
(railroads, roads,
canals, steam boats
and river traffic) to
The groups will be
designed to make sure
that there is equal
representation of strong
and struggling students
so that they can bolster
each other.
They will read
an article on
the Irish
Potato
Famine. They
will work in
groups to
identify the
thesis, main
ideas and
apply the ideas
critiquing
Laissez-faire
from the class
discussion.
Formative:
students will
create and
give a
presentation
that meets the
rubric
standards.
Written definitions on an
exit ticket slip
The worksheet gives
the students structure to
support their analysis.
The groups will help to
talk out difficulties with
the content.
If necessary, I would
provide a PowerPoint
with notes already
entered.
Students who require
additional support will
have the main idea and
evidence sentences
listed on a separate
sheet of paper for them
to organize into
paragraph relationships.
Written, oral and visual
Students who need
support will be given
a handout with a
closed universe of
information to work
from.
investigate. Students
will explore the topic
using pre-selected
web sources and will
prepare “an opening
statement” with
supporting visual
presentation (Prezzi,
PowerPoint, poster,
tri-fold) on why their
mode of
transportation is the
most important.
Pre-Assessment & Objective Table 3.2
This table displays the five unit objectives in the left hand column and the corresponding pre and post
assessment question in the right hand column. These questions are part of multiple choice and short answer
assessments. The pre-assessment, appendix A1, will be administered using Google Forms in order to provide
instantaneous feedback. The post-assessment is a traditional pen and paper test. Accommodations for the preassessment include a printed test, private testing room and verbal instructions. Accommodations for the postassessment include verbal instructions, extended test time and private testing rooms.
Unit Objective
Pre/Post-Assessment Questions
1) After completing this lesson, students will be able to
list the three most important factors that lead to the
Industrial Revolution in Britain based on the class vote.
*Italicized question are POST assessment only and are
listed below their closest pre-assessment counterpart.
1. The Industrial Revolution began between
a. 1650-1700
b. 1700-1730
c. 1750-1800
d. 1850-1900
3. The British had the capital needed to invest in an
industrial revolution due to:
a. The existence of a stock market that brought investors
and industries together
b. An excellent banking system that made capital
available
c. Profits made on investments in global trade
d. All of the above.
4. In 1800, the most industrially advanced country in the
world was
a. Germany
b. United States
c. France
d. Britain.
6. Which of the following did not contribute to Britain's
early industrialization?
a. Parliament passed laws that benefited business and
industry
b. A strong banking system made capital available
c. High food prices kept population growth low
d Overseas trade and British colonies were markets for
British goods.
1. Which of the following were results of the agricultural
revolution in Britain
a. More food was produced and was more available to
feed workers in cities
b. Population increased.
c. Farms increased in size as a result of enclosure and
became more efficient
d. All of the above.
2) After completing this lesson, students will be able to
write two evidence supported predictions about the
impact of the first industrial revolution on each of the
following groups: middle class workers, women and
children using the social impact handout.
9. Which is not a correct association between
industrialization and the environment:
a. People understood the danger of smoke from coal
burning and demanded reforms
b. Spread of water-borne diseases became a problem of
city life
c. Local governments did not want to raise taxes to fix
environmental problems
d. None of the above are correct associations.
10. Sir Robert Peel
a. Called for the building of a canal system to link
Britain’s rivers
b. Proposed legislation to clean up the Thames River after
the “Great Stink”
c. Created London’s first municipal police force
d. Is associated with the concept of social emulation.
14. Impact of industrialization for the middle classes:
a. Work divided along gender lines as men went out to
work and women stayed home.
b. The middle class grew in size and in wealth in
industrial societies
c. They experienced immediate improvements in their
standard of living
d. All of the above are true
9. In the 19th century
a. Working class women found employment in factories
b. Women of the middle class were confined to the
domestic sphere
c. Women were viewed as the guardians of the home
d. All of the above.
17. Who benefited from the repeal of the Combination
Acts:
a. Industrial workers
b. agricultural workers
c. Middle class business owners
d. children
5. Which of the following was not a law that helped
industrial workers:
a. The Factory Act of 1833
b. The Combination Acts
c. The Mines Act of 1842
d. Old Age Pensions Act
20. Most historians believe that the first Industrial
Revolution
a. Did little to improve the standard of living of
most industrial workers before1850
b. Increased the wealth and the standard of living
of the middle and upper classes
c. Improved the quality of life for most Britons
after 1850
d. All of the above
3) After completing this lesson, students will be able to
complete a Venn Diagram with three pieces of evidence
in each section comparing the first industrial revolution to
the second industrial revolution without the help of a
word bank.
7. Which of the following supports the idea that there
was an industrial evolution:
a. Mechanical clock b. printing press
c. Water mill
d. All of the above are
examples.
13. Who is not associated with the Communications
Revolution of the Second Industrial Revolution?
a. Morse
b. Bell
c. Marconi
d. Macadam
21-24


In a single sentence, factually identify,
define, or explain the item.
In two or three additional sentences,
explain why the item is significant.
(Answer on loose-leaf.)
1. James Watt
2. Chartist movement
2. 3. Cult of Domesticity 4. Consumer revolution
4) After completing this unit, students will be able to
define laissez-faire capitalism, Marxism and utopian
socialism in a sentence of their own words.
11. Who of the following is an example of a laissez-faire
thinker (Choose more than one):
a. Frederich Engels
b. Robert Owen
c. Adam Smith
d. David Ricardo
e. Karl
Marx
18. Who of the following is an example of a socialist
thinker (Choose more than one):
a. Thomas Malthus
c. Adam Smith
Marx
b. Robert Owen
d. David Ricardo
e. Karl
12. Revisionist Socialists believed that their goals could
best be achieved by
a. Limiting government regulation
b. change through the democratic process
c. Workers cooperatives
d. all of
the above.
15. All the following associations are correct except:
a. Karl Marx: revolution was needed to change the
economic and political system
b. Thomas Malthus: populations will outgrow the food
supply
c. Utopian socialists: government should own and control
all factories and businesses
d. Adam Smith: natural laws govern the economy
e. All the associations are correct.
16. Both Marx and the Utopian Socialists believed
a. Private individuals should own and control property
and make economic decisions
b. A dictatorship phase is inevitable, but temporary
c. Social problems are society's responsibility to fix and
cannot be left alone
d. Violent revolution is always needed to bring about
change.
18. David Ricardo observed the link between poverty,
population growth and
a. Social actions needed for the good of the workers
b. Violent revolution
c. Wages that stayed low
d. Food supply that was not adequate.
19. Laissez-faire thinkers believed government should
a. Act to protect the nation's industries from
foreign competition
b. Establish minimum wages and maximum
working hours
c. Be given complete power to regulate all aspects
of the economy
d. Not interfere in economic matters.
2. Which economic system is based on a free market and
limiting government control?
a. Democratic Socialism
b. Capitalism
c. Communism
d. Scientific Socialism
3. Karl Marx believed the fundamental force behind
history was
a. Natural economic laws that could not be altered by
government
b. Class struggle between the classes—the “haves” and
the “have nots”
c. Nationalism
d. None of the above.
Question: Respond in one paragraph. Support your
answer with specific examples.
Marx said the most industrialized socities were the ones
most likely the experience revolution. What explains the
failure of the working classes in the mostly highly
industrialized societies (Britain, Germany, the US) to rise
in revolution?
5) After completing this lesson, students will be able to
identify at least three ways that transportation technology
developments caused social changes during the Industrial
Revolution using a matching column handout.
2. Which industry was the earliest to industrialize,
producing enormous profits for investors:
a. Steel production
b. electrical energy
c. Railroads
d. textile industry
5. By 1914, the most industrially advanced country in
the world was
a. Germany
b. United States
c. France
d. Britain.
8. Which is not a correct association with the idea of a
“transportation” revolution:
a. Macadam and improved roads
b. the “annihilation of time and space:” railways
revolutionized transportation
c. Bridgewater and canals
d. Stephenson and the Rocket
e. All associations are correct.
Formative Assessments:
My formative assessments are three-fold. The first assessment is the Google Form pre-assessment. This
is a traditional multiple choice test but it will be completed as a group activity. I chose to make it a group
collaboration to decrease the pressure that individual students might feel will so much new information. This
test is essential because it provides a baseline for what students do and do not know and can be used to contrast
their summative test scores.
The second form of formative assessment is informal questioning and discussion. This will be a
spontaneous balance of questions from me to the class as we explore the PowerPoint and discussion stemming
from student questions. This is essential because it provides instant pulse checks on student learning and can
provide opportunities for students to seek clarity.
The third form of formative assessment is the formal reading questions responses. This method was
selected to allow me to check students’ ability to apply class discussion to written questions and to express them
in writing. The online submission method encourages students to read their peer’s responses and check their
understanding.
The fourth form of formative assessment is written predictions. I chose this activity because it
challenges students to apply the patterns we discuss in class forward and then to sift through evidence as they
self-check in class the next day. This is helpful because it allows students to see what they should be
considering and to take ownership for their scores.
The fifth form of formative assessment is the Venn Diagram. I wanted to include a visual assessment for
students who are visual learners. It also provides instant feedback to students by clearly displaying the
information in a straightforward manner.
The sixth form of formative assessment if the article argument worksheet. This worksheet is a group
activity and encourages collaboration. Students will practice identifying main ideas and critical thinking skills.
Additionally, they will direct their own exploration of the class objective by grouping the article examples with
the topics discussion in the PowerPoint.
The final formative assessment is the Visual interpretation of the transportation. I wanted to include a
more creative activity that allows students to use multimedia to explore the topic.
Technical Soundness:
My assessments are adapted from assessments that the teacher I am filling for has used in the past. The
questions are drawn from the material covered in each of the four lessons and the distribution roughly reflects
the amount of time spent on that material. I reviewed my lecture notes, the PowerPoint and the textbook to
select essential pieces of knowledge to test. The questions are not identical to the objectives, as illustrated in
table 3.2, but test the same content. If the students are successful in completing each objective, they will know
and have mastered the information on the pre and post assessment.
The summative assessment activities are developed to measure the student’s success in mastering the
lesson’s objective(s). They were designed, as per McMillan to assist in gathering data on the student’s progress
toward the objective (McMillan, p.93). I selected each assessment activity to complement the learning activity
of the day. They are not mere activities to fill time or even route data-gathering tools but purposefully support
the students’ progress toward the objective and demonstrate the level of mastery (McMillan, p.93). Moreover,
the written activities supplement the oral assessment through the questions, discussion and feedback cycle. This
cycle provides instant data to both the students, and myself, which allows for immediate course-correction and
adaptations (McMillan, p.95).
Multiple Modes:
The pre and post assessment take the traditional multiple choice and short answer form. I selected this
mode at the recommendation of the teacher that I am substituting for. I find that it is an efficient and familiar
way to gauge students success in mastering the objectives and fulfilling the unit goals.
The formative assessments are much more varied. McMillan stresses the need for both formal and
informal formative assessment and my lessons strive to do this (McMillan, p.95). The informal question-answer
and discussion while note taking pattern was chosen because it allows me to convey important information
quickly while constantly checking student understanding and clarifying any questions or issues. It is ideal
because it allows my questioning and teaching to follow the students’ needs and allows for spontaneous
progress checks. Moreover, this method combines written, visual and oral learning methodologies to appeal to
wide range of learning styles.
The more formal formative assessment activities, the worksheets or comprehension questions, are
similarly varied. They allow for all students, even those who are shy in group discussion, to express themselves
and allow time for processing. They are carefully planned to build off on in-class instruction and homework
assignments, however, they do not provide as much immediate feedback or opportunity for course correction.
Yet, they do allow me to provide specific one-on-one feedback to help each individual student through both
written commentary and one-on-one discussion if necessary.
Appendices:
Appendix A1
Google Form - Machine Culture Pre-Assessment (NB: questions and answers will randomize)
Directions: Work with your small group partners to answers each question on the Google Form. After you have
answered all 20 questions click the “submit” button. Each question is worth 5 points for a total of 100 points.
You will receive a score, along with the correct answers, on the next screen. This test is a pre-assessment to see
how much you know about the Industrial Revolution. Don’t worry if terms or names are unfamiliar to you; it
will NOT count toward your grade. However, it is only useful if you do your best work and take the questions
seriously.
Appendix A2:
Directions: Read each question carefully and select the best answer. Questions 1-20 are worth 4 points each. The
identifications in section II are worth 5 points each. Take your time and check your work. You will have 45 minutes to
complete the test.
Machine Culture Post-Test
Western Civilization Honors
Test B: Machine Culture
NAME_________________________________________________________Section:
I.
MULTIPLE CHOICE: Choose the best answer.
1. Which of the following were results of the agricultural revolution in Britain
a. More food was produced and was more available to feed workers in cities
b. Population increased.
c. Farms increased in size as a result of enclosure and became more efficient
d. All of the above.
2. Which economic system is based on a free market and limiting government control?
a. Democratic Socialism
b. Capitalism
c. Communism
d. Scientific Socialism
3. Karl Marx believed the fundamental force behind history was
a. Natural economic laws that could not be altered by government
b. Class struggle between the classes—the “haves” and the “have nots”
c. Nationalism
d. None of the above.
4. Many historians believe that while the effects of industrialization posed significant problems for the
workers in the early years, the standard of living of most people began to improve by the second half of the
19th century.
a. True
b. False
5. Which of the following was not a law that helped industrial workers:
a. The Factory Act of 1833
b. The Combination Acts
c. The Mines Act of 1842
d. Old Age Pensions Act
6. Which is not a correct association with the idea of a “transportation” revolution:
a. Macadam and improved roads
b. the “annihilation of time and space”
c. Bridgewater and canals
d. Stephenson and the steam locomotive
e. All associations are correct.
7. Which is not a correct association between industrialization and the environment:
a. People understood that smoke from burning coal damaged heath and the environment
b. Spread of water-borne diseases as a result of overcrowding
c. Reluctance by government to raise taxes to fix environmental problems
d. All of the above are correct associations.
8. Sir Robert Peel
a. Called for the building of a canal system to link Britain’s rivers
b. Proposed legislation to clean up the Thames River after the “Great Stink”
c. Created London’s first municipal police force
d. Is associated with the concept of social emulation.
9. In the 19th century
a. Working class women found employment in factories
b. Women of the middle class were confined to the domestic sphere
c. Women were viewed as the guardians of the home
d. All of the above.
10. The Industrial Revolution began
a. 1650-1700.
b. 1700-1730
c. 1765-1800
d. 1850-1900.
11. Which industry was the first to see its labor practices regulated by the British government under the
Factory Act of 1833:
a. Steel production
c. coal industry
b. Railroads
d. textile factories
12. David Ricardo observed the link between population growth and
a. The need for society act for the good of the workers
b. The need for agricultural improvement to provide more food
c. The tendency of wages to say low due to an oversupply of workers
d. None of the above.
13. Laissez-faire thinkers believed government should
a. Avoid passing laws to regulate the workplace but act to protect the environment
b. Establish minimum wages and maximum working hours.
c. Be given complete power to control the means of production.
d. Not interfere in economic matters
14. Which explains the availability of capital for investment in Britain by the 18th century:
a. Existence of a banking system
b. Commercial Revolution
c. A stock market
d. All of the above.
15. In 1914, the most industrially advanced country in the world was
a. Germany
b. Russia
c. France
d. Britain. E. the US
16. Which of the following did not contribute to Britain's early industrialization?
a. Parliament passed laws that benefited business and industry
b. Strong banking system made capital available
c. High food prices and food shortages kept population growth under control
d Colonies served as markets for British goods
e. All of the above are correct.
17. Which of the following supports the idea that there was an industrial evolution:
a. Mechanical clock
b. printing press
c. Water mill
d. All of the above are examples.
18. Who of the following is an example of a socialist thinker (Choose more than one):
a. Thomas Malthus
b. Robert Owen
c. Adam Smith
d. David Ricardo
e. Karl Marx
19. Revisionist Socialists believed that their goals could best be achieved by
a. Limiting government regulation
b. change through the democratic process
c. Workers cooperatives
d. all of the above.
20. Who is not associated with the Communications Revolution of the Second Industrial Revolution?
a. Morse
b. Bell
c. Marconi
d. Macadam
IDs: Identifications. Respond to the FOUR items below.
·
In a single sentence, factually identify, define, or explain the item.
·
In two or three additional sentences, explain why the item is significant. (Answer on looseleaf.)
1. James Watt - British engineer who developed the steam engine in 1760 and kicked off the railway
revolution.
2. Chartist movement - political movement to extend the right to vote to all men by eliminating the
property requirement. It was not immediately successful but slowly expanded voting rights until all men
could vote in 1918.
3. Cult of Domesticity - the powerful social force that kept middle class women in the home while their
working class counterparts took jobs. This gave way to the suffragist and feminist movements by the
early 20th century.
4. Consumer revolution - increased demand for goods in the Victorian economy. Demand increased
because of rising incomes of middle class and skilled workers, in addition to the general population
boom. Spending increased in the areas of textiles, home goods, books, furniture, shoes, clocks and
other domestic items. This demonstrated “social emulation” and the desire by social classes to mirror
the spending habits of the class above them.
Appendix A3
First and Second Industrial Revolution Venn Diagram
Directions: Using your PowerPoint notes and the class textbook, list at least 3 pieces of evidence for the first industrial
revolution in the left hand circle. Next, list at least 3 pieces of evidence for the “second industrial revolution” in the right
hand circle. Finally, list at least 3 common events in the interlocking section. Evidence can include: inventions,
breakthroughs, social, political or economic repercussions. Each item is worth 2 points for a total of 18 points.
Appendix A4
Article Analysis Worksheet
Directions: Read the Article on the Irish Potato Famine. Working as a group, identify the main idea of the article. Write
this in the center oval. Read each body paragraph and copy each topic sentence/main idea into the supporting squares. The
main idea oval is worth 5 points, each supporting square is worth 3 points for a total of 23 points.