Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Artifact 1: Layered Curriculum
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Artifact 1: Layered Curriculum
Description: The summative assessment for this unit is achieved by the design and implementation of a “Layered Curriculum”. The layout of what the layered curriculum looks like can be seen above. The LC comes in three installments, each layer having a different due date. Each layer has a series of assessments that evaluate students on what they have learned. With each layer, the complexity of assessment increases. Layer A is very basic, consisting of multiple small assessments. Layer B consists of only one assessment, but with higher expectations. Layer C shows a student's deep understanding of the content.
Rationale: This artifact connects to standard six because it is a series of ongoing assessments that take place throughout the unit. This is designed to build on students’ learning throughout the unit, as each layer of the layered curriculum becomes more involved. Students responded well due to the overwhelming amount of choice they were given in choosing how to illustrate their learning.
Artifact 2: Socratic Expectations Sheet
Rationale: This artifact connects to standard six because it is a series of ongoing assessments that take place throughout the unit. This is designed to build on students’ learning throughout the unit, as each layer of the layered curriculum becomes more involved. Students responded well due to the overwhelming amount of choice they were given in choosing how to illustrate their learning.
Artifact 2: Socratic Expectations Sheet
Description: Layer C for this unit’s layered curriculum is a socratic. For this, students receive a separate checklist/ expectations guide (which can also be found above). This is in place of a unit test so students are generally excited about it and want to perform on a higher level.
Rationale: The socratic, being the last layer of the layered curriculum and the final summative assessment, showed evidence of deep learning. Students were to choose a person, event, or organization that they felt deserved credit for the Civil Rights Movement. I wanted to include this artifact here because it was a student-led discussion in which the students took charge and showed excitement about the tasks at hand.
Rationale: The socratic, being the last layer of the layered curriculum and the final summative assessment, showed evidence of deep learning. Students were to choose a person, event, or organization that they felt deserved credit for the Civil Rights Movement. I wanted to include this artifact here because it was a student-led discussion in which the students took charge and showed excitement about the tasks at hand.