Tab 3

Summary of Assessment
In this unit, the assessments are created to evaluate student learning based on teacher
instruction. They are directly aligned with instruction and practice, so that students are assessed
based on their knowledge of content. The assessments are also heavily application based in order
to challenge students to apply their knowledge in a new situation or context instead of merely
recalling information. This is why there are very few worksheets used. The assessments are
differentiated according to Blooms Taxonomy, so that students are challenged to apply their
knowledge using different skill sets. Different learning styles were also accommodated in the
creation of the formative assessments. The learning styles included visual, verbal, kinesthetic,
solitary, and social. Students are able to track their progressions of learning from the pre-test
assessment to the summative assessment using the daily formative assessments. This progress
also allows the teacher to see where she needs to reteach or provide extra practice for students.
The checklists and rubrics provided for the formative assessments will allow the teacher
to have a standard of performance expected from the students and to know when re-teaching will
be necessary. The summative assessment, or final unit test, compiles all of the instruction from
the unit and assess students comprehensive knowledge of the content. Students must receive a
85 out of 100 to be considered proficient. This is averaged out to receiving an 85%. If students
do not receive a 85 or above, re-teaching will be necessary. The students will be provided with a
cumulative review sheet that compiles what they have learned throughout the unit. They will be
assigned this on Monday of the last week of the unit and will have 3 days to complete this on
their own or with classmates during free time. As as a class, they will go over it together the day
before the test to review before the test. Throughout this unit, no additional homework will be

given, but students will have the opportunity to complete the choice board activities to
supplement instruction.

Details of the formative assessments for the unit can be found below:
Day One: When given a worksheet, students will identify what government is and give 2
reasons how our government functions as a system scoring an 9 out of 10 on teacher-made
rubric. Students will be given a worksheet. They will be graded according to a teacher-made
checklist. Each question will be worth 2 points for a total of 10 points possible on the worksheet.
They must score a 9 out of 10 in the worksheet to be considered to be proficient and to have fully
grasped the concept. Student who score below a 7 on the worksheet will be considered in the red
and need additional re-teaching.They did not grasp the concept.
Day Two and Three: When given a list of questions, students will correctly identify the level of
government (federal, state, or local) receiving a score of 8 out of 9. Students will be given a
worksheet with a list of different scenarios of services that the government provides. The
students have to indicate whether the federal government, state government, or local government
provides that service. The students must receive an 8 out of 9 to be considered proficient. There
is also a bonus question that they can answer for extra credit. If students score below a 6, they
will be considered in the green and need to be retaught the material.
Day Four: Students will write a job advertisement for the position of Governor of Alabama
scoring a 11 out of 12 on a teacher-made rubric to be considered proficient. They will be graded
according to a teacher-made rubric. The rubric will include stating the qualifications to be
governor, a job summary or the duties of governor, and the skills needed to be a governor.
Students who score an 8 or below will be considered to have not grasped the concept and might
need re-teaching.

Day Five and Six: Students will write a narrative from the perspective of a bill to explain the
process of how a bill becomes a law scoring an 11 out of 12 on a teacher-made rubric. Students
will be given a sheet that has directions on the top and a box with vocabulary words. They will
be told they are to write a first person narrative pretending like they are a bill and they are
traveling through the process of becoming a bill. They will write using the first person and
describe each of the steps of a bill becoming a law. Students must receive an 11 out of 12 on a
teacher made rubric to be considered proficient. If students score below a 10, they will be
considered to be in the red and will be pulled for re-teaching.
Day Seven: When given a list of situations, students will correctly identify which court will see
the case scoring a 13 out of 15 on a teacher-made checklist to be considered proficient. Students
will be given a worksheet titled What Court Would See Me? The worksheets has 5 situations
where they have to determine which court would hear the case, civil court or criminal court. For
each situation, they will just indicate civil court or criminal court. The 6th question will have
them write their own situation and write whether it would be seen in civil court or criminal court.
Students must score an 13 out of 15 to be considered proficient. There will also be bonus
question worth 2 points. If they score below a 10, they be considered in the red and will be
pulled for re-teaching.
Day Eight: Students will write a reflection on what they learned after participating in the mock
trial scoring an 11 out of 12 on a teacher made checklist. Students will be given a reflection sheet
with two questions on it. The first question asks them to list 3 things that they learned from
putting on the trial (2 points each), and the second question tells them to state what is the purpose
of the court system (6 points). There is a bonus question that has them state their role in the mock
trial. All students should be able to write 3 things that they learned from the courtroom case, so

should automatically get the 6 points. Students who were not able to identify the correct purpose
of the courts or identified incorrectly, which is question 2, will be pulled for re-teaching. This
will be the students who receive a score of 8 or below.
Day Nine: Students will create an advertisement describing their city of Vestavia Hills by
making a Google slides presentation scoring an 18 out of 20 to be considered proficient. On their
Google slides, they must include the name and a picture of the major, the type of government
Vestavia Hills has, 2 things that Vestavia hills offers to the community, and 5 unique features or
traits of the city that would make people want to move their. Students will be graded from a
teacher-made rubric, and must receive at least an 18 out of 20 to be considered proficient. They
can also earn 2 bonus points if their presentation shows extra creativity and thought. Students
who score a 14 or below will be considered in the red. These students did not understand the
assignment and the teacher will pull them aside to explain the assignment again and give them
the opportunity to make the correct changes and submit it again.
Day Ten: When given a letter template, students will write a letter to their state senator or state
representative about a need that they see in their community scoring a 11 out of 12 on a teachermade rubric. Students will be graded according to a teacher-made rubric. The rubric includes 4
sections that include letter format, letter length, the need in community/potential law to be
addressed, and the name and address of the senator/representative indicated. Students who score
an 11 or above will be considered to have fully grasped the concept and completed the
assignment to the best of their ability. Students who score a 9 or below will be considered not
have to fully grasped the concept or assignment. These students will be pulled for re-teaching or
clarification of the assignment.

Assessment Matrix
Lesson Objective

Formative Assessment

Summative Assessment

Lesson 1:
When given a worksheet,
students will identify what
government is and give 2
reasons how our government
functions as a system scoring
an 9 out of 10 on teachermade rubric.

Worksheet

11, 20, 22

Lesson 2:
When given a list of
questions, students will
correctly identify the level of
government (federal, state, or
local) receiving a score of 8
out of 9.

Scenario Problems

12, 21

Lesson 3:
(Continued from Lesson 2)
When given a list of
questions, students will
correctly identify the level of
government (federal, state, or
local) receiving a score of 8
out of 9.

Scenario Problems

12, 21

Lesson 4:
Students will write a job
advertisement for the position
of Governor of Alabama
scoring a 11 out of 12 on a
teacher-made rubric to be
considered proficient.

Job Advertisment

1, 6, 9, 18, 22

Lesson 5: Students will write

a narrative from the

Travels of a Bill Narrative

2, 8, 13, 17, 19, 22

perspective of a bill to explain

the process of how a bill
becomes a law scoring an 11
out of 12 on a teacher-made
rubric.
Lesson 6:
Travels of a Bill Narrative
(Continued from Lesson 5)
Students will write a narrative
from the perspective of a bill
to explain the process of how
a bill becomes a law scoring
an 11 out of 12 on a teachermade rubric.

3, 5, 7, 14, 15, 22

Lesson 7:
When given a list of
situations, students will
correctly identify which court
will see the case scoring a 13
out of 15 on a teacher-made
checklist to be considered
proficient.

Story problems

3, 5, 7, 14, 15, 22

Lesson 8:
Students will write a
reflection on what they
learned after participating in
the mock trial scoring an 11
out of 12 on a teacher made
checklist.

Write-up/Reflection about
Mock Trial

3, 5, 7, 14, 15, 22

Lesson 9:
Google slides travel
advertisement
Students will create an
advertisement describing their
city of Vestavia Hills by
making a Google slides
presentation scoring an 18 out
of 20 to be considered
proficient.

10

Lesson 10:
When given a letter template,
students will write a letter to
their state senator or state
representative about a need
that they see in their
community scoring a 11 out
of 12 on a teacher-made
rubric.

Letter to their Representative

4, 16, 23

Summative Assessment Data Analysis

Class 1
Student #

Students Score (out of 100 with 6

points extra credit)

93

106

93

94

106

100

100

103

102

10

106

11

104

12

106

13

106

14

106

15

106

16

99

17

100

18

98

19

106

20

106

Class 2
Student #

Students Score (out of 100 with 6

points extra credit)

97

98

92

106

103

94

100

90

100

10

106

11

106

12

87

13

97

14

103

15

106

16

94

17

87

18

104

19

106

20

106

21

102

22

99

23

106

Data Analysis/Reflection:

I was exceedingly pleased with my students high scores on the summative assessment.
While forming the summative assessment, I strived not to include an extra questions that might
confuse or trick the students. I feel as though teacher should not try to trick the students on
assessments, but should ask them questions that directly relate to what they have learned. I think
what helped the students do so well is that I gave them a review sheet that was directly aligned to
the test. I gave this out four days prior to the test to work on and study. The day before the test
we also played a review Jeopardy game which I created that was also directly aligned to the test.
I eliminated any extra information or facts we may have learned throughout the unit that were
not the most important. I feel as though this was an effective and accurate representation of the
students understanding of the content. The students were very interested and engaged in this
unit, and would always ask questions throughout the lessons.
On this assessment, all of the students scored above a 85% which means that they met the
unit objective. Overall, the first class did slightly better than the second class. The average score
for the first class was a 102, while the average score for the second class was a 99. The lowest
score for the first class was a 93, while the lowest score for the second class was an 87. One
reason why I think the second class students score were slightly lower is because we had more
time to review with the first class than with the second class. I also dont think the students in the
second class spend as much time studying as the students in the first class did, just from talking
to them. I did notice that almost none of the first class missed the job description of each branch
of government, where as a couple of students mixed these up in the second class.
My one concern is whether I made this assessment too easy or the review sheet or
Jeopardy game gave them the answers too easily. Yet I dont think that this was a super easy test.
Even the matching questions and the multiple choice questions, were not super easy and tried to
challenge them too. If I were to change anything concerning this unit summative assessment, I
would ask harder open response questions and grade them more strictly. I feel like I might have
graded one of the questions, question 22, where I had the students explain how each of the
branches worked together to make the government, too easily and gave students more credit than
was worth. I think that I should have graded that harder. With question 23, I gave students an
opportunity to share their opinion and connect the government to their life with the question on
good citizen and how they can be involved. Im not sure if that was too easy of a question and
I should have had that be a bonus question. Looking back, I also think that maybe I should not
have provided them with 3 bonus questions, but maybe should have only had 2. I also realize that
I think I should have made the governor of Alabama and the mayor of Alabama be full credit, not
bonus. Almost all of the students got those right though, which is encouraging because that was
important for them to know.