Megan Cavitt Context

EPSY 485 Assignment

10/4/11

I designed this assessment for a school in a mid-size city. The student population is about 50 percent white, 35 percent black, 10 percent Asian, 5 percent Hispanic, and a marginal percent of other races. About 48 percent of students come from low-income families, and most of those qualify for free or reduced lunch. The class has 21 students roughly average for the school. Three students in the class have IEPs again, roughly average for the school. The school is currently making Adequate Yearly Progress, though all improvement is taking place slowly.1 The students taking this assessment are enrolled in a seventh-grade U.S. History class. The class is designed to cover the area that would become the U.S. from prehistory to postReconstruction nineteenth-century industrialization. Prior to this class, students took a survey course of world history, so they have not had any instruction in U.S. history since elementary school (meaning their experiences may vary depending on which school they attended). Unit of Study This assessment is intended for a unit called Forming a National Government, which covers a period of U.S. history from approximately 1777 to 1790.2 The unit also covers the basic functions of the three branches of the federal government, which were established during this period. The unit has ten (!) essential questions; for the sake of brevity, not all of them will be listed here. The essential questions that are most applicable to my assessment are To what extent can an individual and/or groups actions determine the course of society? and How and why do civilizations change over time?

I based these demographics off of Jefferson Middle School in Champaign. The numbers I chose are not exact. The report I used can be found at http://www.champaignschools.org/reportcards/2010/Jefferson2010.pdf 2 I took this unit and its essential questions from the Champaign Public Schools website at: http://www.champaignschools.org/socscience/MScurriculum/7th%20Grade%20Social%20Studies%20Timeline %20UbD.pdf

Megan Cavitt

EPSY 485 Assignment

10/4/11

My assessment is designed to come near the end of the unit, after students have studied the Constitution and been introduced to the structure of American government. I have written two instructional objectives: 1. The student will be able to identify the three branches of the United States government and explain their structures and functions. (remembering, understanding under the Factual and Conceptual domains) 2. The student will be able to compare and contrast the different branches of the United States government with each other and with their historical predecessors. (applying, analyzing under the Conceptual and Procedural domains) This assessment will take place immediately following a lecture on the basic structure and function of the United States government as set forth in the Constitution. Students will also do a brief quick-write comparing the functions of the legislative and executive branches in order to practice comparing and contrasting one branch of government with another. The class should have some prior knowledge of the American conflict with Britain that led to American independence and the establishment of our own government, but that knowledge is not necessary for this assessment.

Megan Cavitt

EPSY 485 Assignment

10/4/11

Assessment Name: ______________________ Directions: Answer each question based on what you learned in class today. You may continue on the back of the page if you do not have enough room to write your answer. 1. Name the three branches of government and the three people or groups of people who make up that branch. Two of the blanks have been filled in as an example. 1. ___________________ branch: The President 2. Legislative branch: _________________________________ 3. ___________________ branch: _______________________ 2. Which one of the following groups is NOT chosen through some kind of election? A. United States Presidents B. Representatives C. Supreme Court justices 3. In one sentence, provide an example of checks and balances (for example, how does Congress check the power of the President?). Then, in one to two sentences, explain how your example acts as a check on the power of one branch.

4. In 2-3 sentences, compare and contrast the House of Representatives and the Senate. Give at least one way in which they are similar and one way in which they are different.

5. At the time the United States Constitution was written, the government of England had a Parliament with two houses and a king who inherited his leadership position. The two houses of Parliament were the House of Commons, which was made up of elected representatives, and the House of Lords, which was made up of noblemen who inherited their spot in Parliament. The King could issue laws (called proclamations) and invite men into the House of Lords. In 3-4 sentences, compare and contrast this description of the British government with the executive and legislative branches of the United States government. What things did the writers of the Constitution borrow from England? What did they change?

Megan Cavitt

EPSY 485 Assignment

10/4/11

Assessment answer key Directions: Answer each question based on what you learned in class today. You may continue on the back of the page if you do not have enough room to write your answer. 1. Name the three branches of government and the three people or groups of people who make up that branch. Two of the blanks have been filled in as an example. 1. __Executive___ branch: The President 2. Legislative branch: ___Congress___________ 3. ___Judicial____ branch: __Supreme Court__ 2. Which one of the following groups is NOT chosen through some kind of election? A. United States Presidents B. Representatives C. Supreme Court justices 3. In one sentence, provide an example of checks and balances (for example, how does Congress check the power of the President?). Then, in one to two sentences, explain how your example acts as a check on the power of one branch. SAMPLE ANSWER 1: The Supreme Court has the power to strike down laws by declaring them unconstitutional. This acts as a check on the power of Congress because Congress must be sure to pass laws that can stand up to Supreme Court scrutiny. SAMPLE ANSWER 2: The President has the power to veto bills that Congress passes. This acts as a check on the power of Congress because Congress cannot pass laws that restrict the power of the other branches of government. SAMPLE ANSWER 3: Congress can override Presidential vetoes by passing the bill again with a two-thirds majority. This acts as a check on the power of the President because the President cannot veto bills that have high levels of support. **These answers are only samples. Other factually correct answers that answer all parts of the question will also be accepted. 4. In 2-3 sentences, compare and contrast the House of Representatives and the Senate. Give at least one way in which they are similar and one way in which they are different. EXAMPLES OF SIMILARITIES: Both houses have to approve a bill before it can become law. Both houses vote on bills and require a majority for them to pass. EXAMPLES OF DIFFERENCES: Each state has equal representation in the Senate, but representation in the House is based on the states population. Revenue bills can only originate in the House, but only the Senate can ratify treaties. **These answers are only samples. Other factually correct answers that answer all parts of the question will also be accepted. 5. At the time the United States Constitution was written, the government of England had a Parliament with two houses and a king who inherited his leadership position. The two houses of Parliament were the House of Commons, which was made up of elected representatives, and the House of Lords, which was made up of noblemen who inherited their spot in Parliament. The King could issue laws (called proclamations) and invite men into the House of Lords. In 3-4 sentences, compare and contrast this description of the British government with the executive

Megan Cavitt

EPSY 485 Assignment

10/4/11

and legislative branches of the United States government. What things did the writers of the Constitution borrow from England? What did they change? SAMPLE ANSWER: The writers of the Constitution borrowed the basic structure of the British government: one executive and a legislature with two houses. However, they removed all inheritance of positions. Rather than holding the position his father had held before him, the president and the members of Congress would be chosen through elections. In addition, the president cannot issue invitations to Congress. Also, laws must have the approval of Congress before the president can issue them. **This answer is only a sample. Other factually correct answers that address all parts of the question will also be accepted.

Megan Cavitt Rubric

EPSY 485 Assignment

10/4/11

Question 1 (worth 2 points): 2 = Student provides the correct answer to all four blanks 1.5 = Student provides the correct answer to three of the four blanks 1 = Student provides the correct answer to two of the four blanks 0.5 = Student provides the correct answer to one of the four blanks 0 = Student provides incorrect answers for all four blanks, or student does not answer the question Question 2 (worth 1 point): 1 = Student selects the correct response 0 = Student selects an incorrect response or does not answer the question Question 3 (worth 2 points): 2 = Student correctly identifies an example of checks and balances and provides at least one reason why their example serves as a check on the power of one branch of government 1 = Student correctly identifies an example of checks and balances but cannot provide a reason why their example serves as a check on the power of one branch of government 0 = Student does not identify an example of checks and balances and does not provide a reason why their example represents a check on the power of one branch, or student does not answer the question Question 4 (worth 2 points): 2 = Student correctly provides at least one similarity and at least one difference between the structure or function of the House and Senate 1 = Student correctly provides only one similarity or one difference between the structure or function of the House and the Senate 0 = Student provides factually incorrect answers for both parts of the question, or student does not answer the question Question 5 (worth 3 points): 3 = Student demonstrates accurate comprehension by explaining multiple (at least three) differences and similarities between the British government and the United States government. The answer may take the form of multiple differences and one similarity, multiple similarities and one difference, or multiple differences and multiple similarities 2 = Student demonstrates accurate comprehension by explaining one difference and one similarity between the British government and the United States government 1 = Student demonstrates partial comprehension by explaining one difference or one similarity between the British government and the United States government 0 = Student does not answer the question **There will be no penalty on any question for exceeding the suggested number of sentences.

Megan Cavitt Analysis of Items

EPSY 485 Assignment

10/4/11

Item 1: This item is linked to the first learning objective and falls under remembering on Andersons Factual domain. All students are being asked to do is name the three branches of U. S. government and their respective offices. This question is designed to test the basic terms that students must know in order to move on to higher levels of thinking about the structure and function of our government. Item 2: This item is linked to the first learning objective and falls under understanding on Andersons Conceptual domain. This question asks students to consider the way that the three branches of government function specifically, how their members are chosen. By identifying which of the branches uses a different process than the others, students demonstrate that they understand the concept of an election and how it is not applicable to the Supreme Court. Item 3: This item is linked to the second learning objective and falls under applying on Andersons Conceptual domain. Students apply their understanding of the term checks and balances to provide one example of the balance of power within the U. S. government. Item 4: This item is linked to the second learning objective and falls under applying and analyzing on Andersons Conceptual and Procedural domains. Students are applying their skills in comparison and contrast to the two houses of Congress (the Procedural part of the question) and providing a brief analysis of what makes them similar to and different from each other (the Conceptual part of the question). Item 5: This item is linked to the second learning objective and falls under applying, analyzing, and creating on Andersons Conceptual and Procedural domains. Once again, students are utilizing their comparison and contrast skills to identify similarities and differences, this time between the United States government and the colonial British government. In order to

Megan Cavitt

EPSY 485 Assignment

10/4/11

answer this question, students must apply their knowledge of the structure of the U. S. government and analyze the given description of the British government for not only the obvious changes but the less obvious similarities. Students must then synthesize this knowledge to create a description of the influence of Americas historical predecessor on the government we still have today. Reliability, Validity, and Fairness I believe this assessment to be fair because students will be assessed immediately following the lesson that covers all the material on the assessment. Therefore, all students have had the same opportunity to learn the things they are now being assessed on. Each question spells out exactly the number of sentences the teacher would like to see, meaning students do not have to guess how much detail is enough. In addition, the low number of sentences keeps each answer short, which hopefully relieves some of the time pressure placed on students. As for reliability, this assessment is closely aligned with the learning objectives. All facets of the objectives are covered within the questions, from the basic knowledge to the more advanced skills. Because this assessment covers only one class period, I believe five questions are sufficient to address the essential aspects of the lesson. In addition, no questions are repetitive. They all cover slightly different information and skills. I believe this assessment to be valid because it is reliable and the data can be used almost immediately to assess student learning. Both the student and the instructor will be able to use the data to judge if the student has a good understanding of the content of the lesson and to examine the students progress in developing comparison and contrast skills.

Megan Cavitt Administering the Assessment

EPSY 485 Assignment

10/4/11

My plan for this assessment is to announce it at the beginning of the lesson and then administer it at the end of the class period as a quiz. Students will not be able to work together or use their notes, but the quiz is designed to cover the same days lesson, so the information should be fresh in their minds. I plan to allocate fifteen minutes for this quiz. Some students with special needs may require extra time, which will be arranged as their special education teacher sees fit. I plan to grade the assignment once all the quizzes have been collected (which will ideally be at the end of class, but can be up to a day later to allow for students with special needs to receive their extra time). However, the quiz will be worth only a small percentage of the students grades because its goal is to show me how well students grasped the days lesson; it is not intended to be an example of their best work the way a paper would be. This quiz will take the place of any other daily activity or participation grade that the students receive each day in my class. Performance Criteria Because the two learning objectives cover different information and skills, my performance criteria for each of them is slightly different. I view the first objective as a stepping stone students cannot move on to a higher level of performance until they have a basic understanding of the structure and function of the United States government. If a student cannot answer the two questions that are linked to the first learning objective, chances are their understanding of the lesson is low. At a class level, if more than a quarter of the students answer the first two questions incorrectly, then I would reconsider the way I taught the material. A review session, using a different instructional strategy, would be in order. The second learning objective is more complex because it involves comparison and contrast, which are more advanced skills. In order to assess students understanding of the last

Megan Cavitt

EPSY 485 Assignment

10/4/11

three questions, I would need to look at where they missed points. A student does not understand the material if they cannot answer the last three questions or provide factually incorrect answers. Providing factually correct information but being unable to address all parts of the question (for example, providing an example of checks and balances but being unable to explain how their example works as distribution of power) shows that students have underlying knowledge but lack the ability to justify their answers. My goal is for at least two-thirds of the class to demonstrate both underlying knowledge and adequate comparison and contrast skills. If that is not the case, I will need to spend more time in class on writing practice gathering evidence, organizing writing, and identifying similarities and differences. Next Steps If most students demonstrate proficiency on this assessment, I think it would be safe to move on to the next set of learning objectives. I envision this particular lesson as the first in a series of lessons about the Constitution and the structure and function of the United States government. The lessons will be dispersed throughout the semester, at places in our chronological trip through history when societal attitudes about or practical applications of the government change. Therefore, I will not require all of my students to demonstrate advanced knowledge of the quiz subjects, since I already have plans to revisit the topic later. However, I do want to lay the groundwork for these future lessons. If the majority of students do not demonstrate proficiency, I will go over the quiz with the students in class to gather more information on where gaps in their knowledge can be found. I am not sure if I would immediately re-teach the lesson since I do have plans to revisit the subject in the upcoming weeks, but I will certainly re-examine the way I planned to teach those upcoming lessons. A review session prior to those lessons might be beneficial. I may also have

Megan Cavitt

EPSY 485 Assignment

10/4/11

the students re-do the quiz at home, with the use of their books and notes. The goal of that exercise would be to ensure that the students go over the information again and have some sense of where to find it if they have questions about this information during future assignments. Self-Reflection I learned from this assignment that assessment is more difficult for the teacher to write than it is for the students to take! So many factors need to be taken into consideration. I have done a great deal of thinking about this assessment, and yet I do not think I have predicted all possible student outcomes. My most important goal was to create an assessment that would A) be fair to my students by sticking to the learning objectives and providing just the right level of challenge and B) show the teacher what the students had taken away from that days lesson. Assessment is not useful if neither party can use it to evaluate and expand upon the learning that has (or has not) taken place. I think this type of assessment can help students learn by identifying for the teacher the weaknesses of both individual students and the class as a whole. This assessment itself is not a tool for teaching facts, but I do think it can be valuable practice for critical thinking skills. Asking students to provide examples and otherwise justify their answers prepares them to use those skills on a larger scale, such as when they write papers or move on to higher grades. My greatest strength in writing this assessment is that I picked one topic from a broader unit and resisted the urge to draw other topics in. I think I had clarity on the factual content of the lesson from the beginning, which helped me focus the assessment. However, I do think I need to improve my ability to look at the assessment (and the lesson!) with end goals in mind. In that same vein, the biggest obstacle I experienced writing this assessment was de-programming my mind, since I am so accustomed to thinking of the lesson first and the assessment second. I think

Megan Cavitt

EPSY 485 Assignment

10/4/11

writing this assignment has gone a long way toward changing my attitude, since it has shown me the feasibility of planning for the end result first. As I gain more experience in backwards design, I think my attitude will cease to be a problem. If I had more time, I would get more feedback on this assessment from other teachers before I give it to my students. Having another (more experienced) pair of eyes look over my assessment will help me identify weaknesses (Is my writing style biased against students with low reading comprehension skills? Have I given my students enough time to do the assessment? What other types of questions should I consider using?). If I wrote this assessment over, I think I would remove one short-answer question in favor of one or two more multiple choice questions because of the time constraint I have placed on the students. I want to lower the chance that they will perform poorly simply because they did not reach the last question or two. Questions with longer answers might be more appropriate for an end-of-unit assessment.