Assessment Tool - Storyboard

PED3177A by: Katherine Narraway, Martine Laurin, Sarah Jayne Henderson and Katey Chen

Brief Description:
Our assessment tool is a six-panel storyboard. Students will read a newspaper article and discuss the most important parts of the article with a partner. They will then work with their partner to storyboard the most important parts of the story. A very good storyboard will include character names, the pertinent information, and details like the time events took place.

Our storyboard is meant to be a diagnostic assessment tool. It is assessment FOR learning because it is designed to collect information about whether or not students understand the article they read and how to extract that information to create a good summary. This tool is also designed as a way to help students understand how summarizing is a great way to help them make connections to themselves, another text, and the world.

This information is going to be used to determine whether students are ready to learn how to write effective summaries. The assessment is used to specifically look at if students can extract the information in the news article to make a good visual summary. By reading and summarizing a news article, students should be able to understand how to distinguish the important aspects of a text and how they create meaning. Katherine observed this assessment tool used very effectively to gage students’ level of comprehension of new material during her practicum.

This assessment is designed to be part of a unit on reading and writing newspaper articles.





Assessment For Learning

Asessment FOR Learning ...... Diagnostic Assessment tool to introduce Harper Lee's To Kill A Mockingbird
PED 3177 C by: Amy Oswick, Juliana Siok, Andrea Secord and Lindsey Leipsic

Essentially, we created a diagnostic assessment in order to introduce students to the main theme (social issue of racism) existant behind Harper Lee's novel To Kill a Mockingbird. It will be conducted the very first day of our five week unit study. We deemed it appropiate to create an assessment FOR learning for the following reasons: it is responsive to all learners by identifying areas of strength and need, it is descriptive not evaluative, it expects students to make errors and it allows the teacher to gather relevant information that will help with future lesson planning. What do students know? What areas do we need to focus on? What pre-conceived beliefs do they hold or do they hold any at all?

Basically, the procedure is:
1. Ask students to take out a piece of paper and individually jot down the first five words that come to mind when they hear the word "racism" in the 1920s-1950s American context.
2. Ask students to form small groups. They must compare lists and create a master list.
3. View movie trailor "The Blind Side."
4. Ask students to go back into their small groups. Aftering having viewed the video, they must now create a new list comprising of 5 words that come to mind when they hear the word "racism" in the 21st century context.
5. Class discussion: How have your lists changed? Have they or have they not, why or why not? Do you even believe that racism exists in present day society? Why or why not? What form does racism take today vs. in the 1920s and 1950s.

Note: see checklist that the teacher would use to assess students prior knowledge and pre-concieved beliefs on our powerpoint presentation.

Point to get at: explicit vs. implicit racism

Point of the assessment tool: students will be making similar comparisons in the unit study (novel and present day media portrayals). There will also be a comparison made between Big Mike from The Blind Side and Tom Robinson from To Kill a Mockingbird since both characters resemble one another.


Learning Assessment
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Assessment Of Learning


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Rubrics:










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PED 3177 C


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