You should use a variety of assessment methods to determine if your students have learned and are able to apply the requisite skills; acquire the requisite knowledge; and most importantly, understand the transferable ideas (generalizations/big ideas) from the unit. Some examples of assessment methods are listed in the box below.

6th grade crit.GIF

You should identify which methods you will use to assess the factual content, the key skills, and the generalizations. The best method to assess generalizations is the use of authentic performances.

Performance Tasks demonstrate what students must know, understand and be able to do in the unit. The performance task must always require students to demonstrate their understanding of at least 1-2 of the most important generalizations from the unit of study.

As you develop performance tasks and align other assessments to the remaining generalizations, factual content and key skills, ask yourself the following questions:

  • How can I develop a task that will require my students to demonstrate an understanding of 1-2 key generalizations used in the study of the topic?

  • What skills do I want to assess in the performance task?

  • Is there particular factual content that I want my students to demonstrate they know or am I simply ensuring that they present factual information?

  • What criteria should I include in a rubric or scoring guide to assess my students' performance task?

  • How will I assess the remaining generalizations, factual knowledge and key skills of the unit?

A sample performance task template is below.

PT template.GIF

Keeping in mind that your performance task should be built upon the foundation provided through your learning experiences, there are certain factors to consider as you craft your assessment:

  • Make sure it is aligned with the Essential Standards and your unit generalizations.
  • It should be authentic to student experience or scenario based, tied to previous learning experiences.
  • It should offer students options for completion.
  • It should be evaluated against clear criteria.
  • Student performances should reflect the most important generalizations, knowledge, and skills students have learned.
  • They should be more than simple activities.

Take a look at the 6th Grade PT below. Does it address each of these factors?
6th grade PT.GIF

Home <> Welcome/Introductions, Agenda, Session Overview and Objectives <> Self-Assessment <> Background <> The 12 Step Process <>Evaluations <> Homework
Quick Links To Components In The Process
Unpacking The Standards <> Creating Unit Outlines <> Drafting A Brief Overview Of The Unit <> Identifying Clarifying Objectives <> Creating The Content-Concept Web <> Writing Generalizations <> Guiding Questions <> Identifying Key Factual Content <> Identifying Key Skills <> Aligning Assessments to Understandings/Performance Tasks <> Learning Experiences <> Identifying Resources and Teacher Notes

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