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Unit Assessment Plan
Abbey Parsonage
Subject Area
Grade Level
Topic
Length of Unit
(days)
Essential Questions:
Subject Area
Grade Level
Topic
Length of Unit
(days)
Student self-assessment:
Checklists for students to assess their writing and
progress throughout the writing process (for each
written assignment)
Reflective journals (every Thursday)
Exit Slips
Assessments
Title
Reflect
ive
Journal
Fou
nd
Poe
m
Type
(Formative/Sum
mative)
Rubrics,
Checklists
and
Observati
ons
F
Advertisem
ent
Editor
ial
Letters
to the
Editor
Feature
Article
and
Interview
Comic
Strip
Magazi
ne
Cover
Subject Area
Grade Level
Topic
Length of Unit
(days)
1.1
1.2
2.1
2.2
2.3
10%
20%
15%
30%
10%
15%
X
X
2.4
3.1
3.2
3.3
3.4
X
X
4.1
4.2
4.3
5.1
5.2
Subject Area
Grade Level
Topic
Length of Unit
(days)
Knowledge/Comprehension
Taxonomic Levels
Application/Analysis/Synthesis/Evaluation
All Levels (Creating)
Brief Description
Assessment FOR
Learning
Assessment AS
Learning
Assessment OF
Learning
Found Poem
Advertisement
Subject Area
Grade Level
Topic
Length of Unit
(days)
Editorial
Letters to the
Editor
Feature Article
and Interview
Subject Area
Grade Level
Topic
Length of Unit
(days)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Subject Area
Grade Level
Topic
Length of Unit
(days)
15% Weighting
Subject Area
Grade Level
Topic
Length of Unit
(days)
Level
Insuf
cient
Criteria
Explicitly identifies outcomes (GLO, SLO) from the Program of Studies
Established goals, understandings, and essential questions are explicitly connected to the identified outcomes from the
program of studies
Incorporates multiple types of formative and summative assessment tools that assesses each outcome on more than one
assessment tool
Descriptive overview of each indicated assessment tool is explicit and demonstrates a sophisticated understanding of each
tools use with respect to assessment for, as, and of learning
Ready to be used in the classroom with minor revisions
Identifies outcomes (GLO, SLO) from the Program of Studies
Established goals, understandings, and essential questions are connected to the identified outcomes from the program of
studies
Incorporates multiple types of formative and summative assessment tools that assesses each outcome
Descriptive overview of each indicated assessment tool is explicit and demonstrates a significant understanding of each
tools use with respect to assessment for, as, and of learning
Ready to be used in the classroom with several revisions
References outcomes (GLO, SLO) from the Program of Studies
The connections of established goals, understandings, and essential questions to referenced outcomes from the program
of studies can be inferred
Incorporates both formative and summative assessment tools that assesses each outcome
Descriptive overview of each indicated assessment tool is evident with a weak connection to assessment for, as and of
learning
Useable in the classroom with significant revisions
Outcomes (GLO, SLO) from the Program of Studies are able to be inferred
The connections of established goals, understandings, and essential questions to referenced outcomes from the program
of studies are unclear or irrelevant
Incorporates formative and/or summative assessment tools that assesses each outcome
Descriptive overview of each indicated assessment tool is evident but the connection to assessment for, as and of learning
is inconsistent
Major revisions needed before able to be used in the classroom
No score is awarded because there is insufficient evidence of student performance based on the requirements of the
assessment task.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Subject Area
Grade Level
Topic
Length of Unit
(days)
avoid assigning a summative grade to the completed magazine because I will have
already evaluated each component based individual rubrics created for each
assignment. I think that breaking down the performance task week by week makes
the project much more manageable, as well as more reliable and valid.
Journal Response Assignment
A journal is an excellent assessment tool that can be used in so many ways
to assess many different areas. The unit focuses very heavily on the writing
process. Therefore, students will complete an initial journal entry which will
function as a pre-assessment to evaluate their writing level as well as their
strengths and weaknesses. This will help me to better understand my expectations
for the students, while allowing me to plan time to focus on areas for improvement.
The journal will continue throughout the unit as a formative assessment tool. It will
function as an assessment as learning tool because students will be required to
reflect upon their learning and engage in metacognition at the end of each week.
However, it will also be used as an assessment for learning tool because I will
provide continual, descriptive feedback that will help students to improve the
clarity of their ideas and their writing. This assignment focuses on general outcome
1 (metacognition) and 4 (writing) of the English Language Arts Program of Study
and is designed to address all levels of Bloom's Taxonomy. Initially, students will
answer lower level questions that require them to remember or demonstrate
understanding of a particular topic. The journal prompts will progress to higher
levels will that require students to make personal connections and/or analyze an
image or text passage. I decided to scaffold the writing prompts to provide
students with an opportunity to initially demonstrate their writing skills and then
naturally apply their knowledge as the content of the unit is addressed.
Rubrics, Checklists and Observations
Students will be provided with a checklist and a rubric for each summative
assessment task. These assessment tools function as an assessment for, as and of
learning. The rubric will initially be provided formatively to help students to guide
their learning and understand my expectations for each assignment. Students will
have a check-in date after their first draft. I will assess their work using the rubric
and provide descriptive feedback. During peer review, students will also use the
rubric to provide feedback. Once each assignment is handed in for 'publication' in
student writing portfolios, I will then use the rubric to conduct a summative
assessment of student learning. Checklists will also be provided at the beginning of
each assignment. Students will complete the checklist as they complete their
assignment. This is a form of student self-assessment and therefore functions as
assessment as learning. I also have teacher checklists that will help me stay on
track with observations or student learning. The plethora of formative assessment
tools incorporate the triangulation aspect of products, observations and
conversations, ensuring that my assessments are fair and valid.
Found Poem
The first assignment students will complete is a series of found poems. This
is a formative assessment designed to familiarize students with magazines and
Subject Area
Grade Level
Topic
Length of Unit
(days)
assess their ability to create text using resources provided. First, students will
create a poem about themselves by cutting out words from various magazines and
pasting them on a separate sheet of paper. The second poem will require students
to locate a magazine article and block off words within the article to create an
original text. This assignment focuses on Outcomes #1, 2 and 3. It addresses a
wide range of Bloom's Taxonomy; most of the outcomes cover all levels.
Advertisement
The advertisement assignment is the first summative assignment of the unit
and will be included in the final grade. One way for students to demonstrate their
learning is through a visual representation. This assignment is designed to assess
both image and textual analysis through inferencing. Students will apply their
knowledge of the power of media and the various techniques to create their own
advertisement. This assignment is worth 10% of the final unit grade. I chose to
weight this assignment at 10% because it requires more application of knowledge
rather than analysis. The unit also focuses on writing and this assignment requires
students to work primarily with images. Therefore, I reserved the majority of the
marks for writing assignments. Nevertheless, this assignment is very important
because it addresses each of the General Learner Outcomes and covers a wide
range of Bloom's Taxonomy levels.
Editorial
Written language is also an essential way to assess students, particularly in
English Language Arts. It is important to teach students about the writing process
and provide them with opportunities to write from different points of view and
perspectives to a specific audience. I chose an editorial as the first writing
assignment because the students are most familiar with creative writing. Opinionbased writing is the closest form to narrative writing and I want to set my students
up for success. This is also why I have decided to weight this assignment at 20%.
Students will be provided various mini-lessons as well as a rubric to help guide
their writing. Each writing assignment will also have a formative checklist to assist
student learning. Checklists provide an opportunity for conversations and
observations to assess student learning. The editorial focuses primarily on higher
level Bloom's Taxonomy including Application and Analysis.
Letters to the Editor
In this assignment, students continue to develop their writing skills with point
of view writing. Charades games and mini-lessons are incorporated within the
assignment work period to help students gain the understanding and ability to
apply point of view in their writing. This assignment is also worth 15 % of the final
grade. Students will construct three articles, each from a different point of view.
Each article will be worth 5%. Numerous editing and drafting sessions will be
provided for students to improve their writing before submitting a published
version to their writing folder. This assignment assesses based on all levels of
Bloom's Taxonomy with a focus on application and analysis.
Feature Article and Interview
To help students understand the interview and article writing process, I plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
on having a local journalist come in for a question and answer session and to help
students self assess their own writing. It will also help them to be better peer
editors during the revision stage of the writing process. I think that it is important
to provide students with many strategies and resources such as exemplars as
models to help students. This assignment is worth 30%, the most marks of any
assignment in the unit. I chose to weight this assignment so heavily because it
involves brainstorming, research, drafting and editing before publishing the final
product. This assignment focuses on all levels of Bloom's Taxonomy
Comic Strip
I decided to situate an assignment that returns to inferencing towards the
end of the unit to test student understanding of topics that were brought up near
the beginning of the unit in the advertising section. Although this assignment is
similar to the advertisement assignment, it provides students with an opportunity
to improve their understanding of inferencing and persuasion, the foundations for
this unit after learning about and practising writing. I hope that their practice with
the writing process will allow them to return to a previous outcome and better
apply their understanding. It also returns to image analysis to prepare students for
their upcoming magazine cover assignment. This assignment is worth 10% of the
unit grade. Text and image use and application are each worth 5%. This
assignment focuses on the application level of Bloom's Taxonomy.
Magazine Cover
The final assignment for the unit is a magazine cover. This assignment
covers all levels of Bloom's Taxonomy, with a focus on synthesis. Students are
required to combine knowledge of magazines, image and text inferencing, as well
as persuasive and perspective writing. This assignment combines many elements
and will function effectively as a culminating unit activity. This assignment is worth
15% of the unit grade. A rubric will outline the assessment which is based on three
main pillars. 5% is designated for persuasion; 5% is designated for point of view
and 5% is awarded for effective use of image and text to convey these qualities.
Conclusion
My knowledge and understanding of assessment, derived from my Education
3604: Evaluation of Student Learning has allowed me to create an effective and
balanced Unit Assessment Plan. My UAP applies the foundation of assessment:
validity and reliability throughout the plan by creating multiple opportunities and
multiple strategies to collect evidence of student learning. My UAP provides a
range of assessment tools which assess students for, as and of learning. All of
these factors have been carefully designed to ensure that my UAP will be a true
and fair reflection of students' skills and knowledge in Grade 7 English Language
Arts.
References
Davies, Anne. Making Classroom Assessment Work 3rd Edition.
Chappuis, Jan, et.al. Classroom Assessment for Student Learning: Doing It Right
Using It Well.
Level
Subject Area
Grade Level
Topic
Length of Unit
(days)
Excellent
Proficient
Adequate
Limited *
Insightful
rationale linking
assessment
decisions with a
balanced
approach to
assessment,
demonstrating a
comprehensive
understanding of
effective
assessment
practices
Explicit
connection
between
acceptable
evidence and
judgments
regarding student
learning
Significant
connection
between
assessment
theory and
practical
application with
explicit
references to
assessment
literature
Thoughtful
rationale linking
assessment
decisions with a
balanced
approach to
assessment,
demonstrating a
thorough
understanding of
effective
assessment
practices
Logical
connection
between
acceptable
evidence and
judgments
regarding student
learning
Simplistic
rationale linking
assessment
decisions with a
balanced
approach to
assessment,
demonstrating a
basic
understanding of
effective
assessment
practices
Reasonable
connection
between
acceptable
evidence and
judgments
regarding student
learning
Unconvincing
rationale linking
assessment
decisions with a
balanced
approach to
assessment,
demonstrating a
superficial
understanding of
effective
assessment
practices
Unsupported
connection
between
acceptable
evidence and
judgments
regarding student
learning
Relevant
connection
between
assessment
theory and
practical
application with
reference to
assessment
literature
Predictable
connection
between
assessment
theory and
practical
application with
implied reference
to assessment
literature
Unrelated
connection
between
assessment
theory and
practical
application with
no reference to
assessment
literature
Insufcient
/ Blank *
Criteria
Balanced
Assessment
Plan
(Outcomes 1, 2,
3, 7)
Evaluation of
Student
Learning
(Outcomes 2, 3)
Connection
between
assessment
theory and
practical
application
(Outcomes 1, 2,
3)
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.