Assessment Selection and Planning for the Whole Class Directions
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Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.
Step 1:
Assessment Selection and Planning for the Whole Class Directions
To plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure.
“Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively and efficiently in a program of instruction is to recognize above all that different types of assessment tools must be used for different purposes.” (Reading/Language Arts Framework for California Public Schools, 1999, page 215)
Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to the prompts below about the unit of study and its assessment.
Academic Content Selection
Grade Level:
Seventh Grade
Content Area:
Social Science
Subject Matter:
Asian Civilization
List the state-adopted academic content standards or state-adopted framework you will cover in this unit.
7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Describe the unit of study that addresses those standards.
The unit focuses on Asian Civilizations from 500-1868. This unit covers two Asian Civilizations: Japan and China. The chapter focused on China, students will learn how the reunification of china helped establish it as a world power. Students will learn how the Tang and Song dynasties brought the world great inventions such as paper money, the compass, porcelain, gunpowder as well as, made improvements in transportations and agriculture. In addition, the Mongol dominance and the Ming dynasty pushed their borders from China to Eastern Europe.
The chapter focused on Japan, students will learn how Japanese life was based on family, loyalty, and religion, such as Shinto and various forms of Buddhism. Students will learn Japan reached a golden age of art and literature in the 900s. This was a period when Japan produced great art, poetry and the worlds first known novel. Student will also learn, Japan developed a feudal society, ran by military generals called Shoguns and warriors called Samurai.
What is (are) the academic learning goal(s) for this unit of study?
By the end of the unit students, will describe how the Tang reunited China and explain why Buddhism spread through East Asia, trace the affects of Chinese inventions such as tea, the manufacture of paper, woodblock printing, the compass and gunpowder. Students will also describe how the warrior code of loyalty and honor deeply influence modern Japanese society, how the rise of the military led to the unification of Japan and its isolation from the rest of the world from two centuries granted Japan the opportunity to develop its own unique culture.
At what point in the sequence of the unit are you teaching? Check one:
At the beginning of the unit of study
Between the beginning and the end of the unit of study
At the end of the unit of study
Assessment Planning
If you are at the beginning of your unit, you will give your students an entry level assessment. If you are moving through the unit of study, you will use progress-monitoring assessments. If you are at the end of the unit of study, you will use a summative assessment. (For more information about these three kinds of assessment, see the “Assessing Learning” chapter of the Candidate Handbook, and Frameworks for California Public Schools, published by the California Department of Education.)
For what purpose will your assessment be used within this unit of study? Choose one:
Entry-Level
Progress-monitoring
Summative
Identify and describe the type of assessment (verbal response, multiple choice, short essay, oral presentation, performance task, and the like).
The summative assessment is multiple choice.
What will your students need to know and/or be able to do to complete the assessment?
Before the test begins students will be have clear objectives pertaining to the test.
Students must clear their desk.
Students must have two sharpened #2 pencils.
Students must remain quite before and after the test.
Do not write on the test, its a “Class Set” used for the other periods.
The answer sheet is a scantron; name, period and student ID are provided. Only fill in the letters of the multiple-choice options (A-D) that best suites the question.
If you have any questions, need to sharpen your pencil or use the restroom, raise your hand for permission or assistance.
What evidence of student learning will you collect?
The tests are created by a system called OARS and many of the assessments are graded from a scantron machine. Once the test is graded, I am looking for the standards in which the students found difficult.
In what ways will the evidence document student achievement of the academic learning goal(s)?
The assessment is standard base, and the system can provide information such as the percentages of students who met or failed the essential standards required by the state of California. If a substantial amount of students are having difficulty with an essential standard question or questions, the instructor needs to reevaluate their teaching methods.