Assessment+Tools

=Assessment Tool - Storyboard = PED3177A by: Katherine Narraway, Martine Laurin, Sarah Jayne Henderson and Katey Chen

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.
 * Brief Description: **

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// 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?
 * PED 3177 C by: Amy Oswick, Juliana Siok, Andrea Secord and Lindsey Leipsic**

__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.

Romeo and Juliet character Analysis By: Andrea Tatarski, Megan McMillan, Daniela Di Panfilo
 * Learning Assessment**

//Macbeth// Comprehension Activity: Paraphrasing Shakespeare__: By: Erica Jacques, Chloe Nordick, Simone Davis, Jill Riley, Emily Shea

 **Activity**: Diamante and Banksy Poetry Comprehension Assessment **By:** Jordan Smith, AmosVan Die, Arlene Liwanag and Lindsay MacDonald **Brief Description**: Students are shown a piece done by Banksy, a famous British graffiti artist, and then asked to write a diamante poem making explicit connections to the themes and images within the artwork.

**Activity**: Translate visual images into words.
 * Authors**: Bryan Hofbauer, Ben McLeod
 * Text**: To be used for Grade 9 Academic class studying "The Arrival"




 * Metacognition - An Anticipation Guide - An Assessment //For// and //Of// Learning**
 * Authors:** Andrea Stupak, Lindsay Ried Luminoso, Ali Rushon



=Assessment As Learning= **Activity**: Yeats Poetry "The Second Coming" Rubric **By:** Jordan Laurin, Ian Hussey, Leslie Paterson, Katie Laurie, Hailey Joyce **Brief Description**: Students are shown a piece done by Yeats, a famous British poet, and then asked to answer various questions pertaining to the text to flush out understanding of poetic themes.

Activity: Worksheet response to partner discussion, intro into //The Arrival//. Names: Emily White, Cheryl Gaumont, Danny Duval, Michael Rockbrand.




 * Co-Constructing Criteria Assessment **
 * Created by** **:** Jenny Abunassar, Bittany Kirkham, and Eve Warkentin (PED3177C)
 * Brief Description:** Students work collaboratively with the teacher to create a rubric that will be used to assess a future dramatic reading activity and performance assignment. They will learn about different qualities that make a performance effective while completing this activity.



=Assessment Of Learning=

- Tammy Koba, Carolina Vasquez, Daniel Joseph McKinney, Natalie Simard

Rae, Samantha, Jess, Tony, Aaron - PED 3177 Wednesday Class

-Kristin Demchuk, Matthew Buttler, Melissa Schilstra media type="youtube" key="7QPMvj_xejg?fs=1" height="385" width="640"


 * Activity: Modern-day re-creation of a scene from //Macbeth//**
 * By:** Andrea Crichlow, Rachel Chuvalo, Tarah Harrison
 * Brief Description:** Students will interpret text within Macbeth to re-create a scene. Using modern language within a modern-day situation, they will demonstrate their knowledge of the major themes and motifs, motivations of characters, and crucial plot details.


 * Socratic Circles - Assessment Tool**

By: Andrew Hitchcox, Daniel Hay, Courtney Mason



Rubrics:





** Tess Wendzich, Emily Ormond, Kyle Green, **** Vance Rodger ** <span style="display: block; font-family: 'Times New Roman'; font-size: 14pt; line-height: 150%; text-align: center;">Dialogic Script Assessment Tool PED 3177 C

Assessment For and AS learning: **word documen**t containing how to perform the activity, and how it reflects the academic literature.

Powerpoint presentation of Godly Greeks