03phohHEINICH_36705 5/14/01 1:25 PM Page 75

THE ASSURE MODEL

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ASSURE BLUEPRINT

Middle School Mathematics

Survey

Require Learner Participation

The small groups choosing to conduct a survey could use AppleWorks to create and write their survey. The group must submit an audiotape of each member administering the survey to a
group or individual.

Large-Group Activities
As a review, introduction, and practice exercise, each student
in the class reads and interprets a graph (bar, line, or circle)
presented to him/her on the flip chart. Each student writes
his/her findings directly on the laminated flip chart page. Using this method the teacher provides practice with feedback to
each individual in the class. During the mini-presentations
the class has handouts that include the same graphs as the flip
chart. This enables them to have a record of the exercises for
future reference. In addition, it involves the entire class in the
learning. The students learn how to utilize the computer lab
to practice construction and produce printouts of graphs (bar,
line, circle, and others if appropriate) with AppleWorks.

Small-Group Activities
Following the large-group activity, the students participate in a
small-group activity. Assignments require the students to collect,
interpret, and present basic data. Initially, the groups work together to propose, discuss, and agree on a topic for a group presentation. The presentation topic must incorporate data collection
techniques (survey, observation, and/or interview) and the use of
graphs to present numerical information.
The students collect data in their school for a small-group
presentation. The groups choose whether to collect their data
through surveys, observations, or personal interviews. Each
group uses AppleWorks to write and produce a written report regarding the data collection techniques associated with the topic
of their presentation.

ance will help you develop the criteria for evaluating the
individual student or groups performance. If the objective lends itself only to paper-and-pencil evaluation of
facts and information, perhaps you need to rewrite it.
The method of assessing achievement depends on the
nature of the objective. Some objectives call for relatively
simple cognitive skillsfor example, recalling Ohms law,
distinguishing adjectives from adverbs, describing a companys absence policy, or summarizing the principles of
the Declaration of Independence. Objectives such as these
lend themselves to conventional written tests or oral examinations. Other objectives may call for process-type behaviors (e.g., conducting an orchestra, performing a
forward roll on a balance beam, operating a metal lathe,
or solving quadratic equations), the creation of products
(e.g., a sculpture, a written composition, a window display, an account ledger, or a portfolio), or an exhibit of attitudes (e.g., tolerating divergent opinions, appreciating
expressionist painting, observing safety procedures on the
assembly line, or contributing to community charities).

Observation
The small groups electing to use observation techniques use AppleWorks to create and write an observation sheet to use when
they make their observations. The group must submit a videotape of each member conducting an observation.

Personal Interview
The small groups choosing to conduct personal interviews use AppleWorks to create and write an interview form to use when they
conduct their interviews. The groups must also submit a videotape
or an audiotape of each member conducting an interview.
In each case the school media specialist arranges time in the
library or in another classroom to help the groups with the audiotapes and videotapes. During the group presentations, the
teacher provides the equipment necessary to play back each
groups audio- and videotapes.
Reporters from each group present their data on a chart or a
graph. The students must accurately construct and produce a
printout of a graph (bar, line, or circle) using AppleWorks. During the group presentations, the teacher prepares the equipment
necessary to view each groups graphs using a data projector.
The groups are required to accurately read, interpret, and verbally present all the statistical information shown on their graphs.
This Blueprint was developed by Mary Ann Ferkis, Purdue University.
All of the ASSURE Blueprints in this text and an electronic template for creating your own Blueprint can be found on the enclosed Classroom Link
Portfolio CD-ROM.

The assessment procedures should correspond to the

objectives stated earlier in the ASSURE model. For example, assume the objective is Given a diagram of the
human trachea, the student nurse will explain a bronchocele, describing the usual cause and the recommended treatment. A possible test question would be
What is a bronchocele? Describe the cause and treatment in your answer.
Assume students are learning to use Boolean logic in
their Web searches. The objective might be Using the
Yahooligans search engine on the Internet, the middle
school students will locate four references that include
two key words provided by the teacher. The assessment could be What are four references that discuss
spiders and poisonous? The teacher could provide
different key words to each student.
For military training, an objective could be, With
the aid of a topographic map, the officer will call for
field artillery fire using the four essential items of information in prescribed military sequence. An oral test