Directions for using the Assessment Template

Document Sample
scope of work template
					            Directions for Completing the Assessment Template

These directions should be used as a guide to completing the assessment template. The
purpose of the template is to provide a procedure for teachers to follow when developing
an assessment for the unit of instruction that includes the service learning project. By
administering these assessments before and after the unit, we will be able to determine if
students have made knowledge and skill gains in this curriculum area. This assessment
will be used primarily for RESEARCH purposes. Teachers may use any other form of
assessment (essay, test, quiz, portfolio, etc.) that they would traditionally use IN
ADDITION to this assessment. However, it is important that students take this
assessment seriously and with care.

The questions should assess student knowledge of facts as well as more complex
problems designed to assess deeper student understanding of the material. The items
should reflect the actual classroom curriculum.

These assessments will be administered to classes who have participated in service
learning and to classes who have not participated. Therefore, it is crucial that the
assessments reflect the academic content, rather than the service content.

The assessment will be used by the curriculum writer. It is important to be as specific
and concrete as possible. In addition, it is crucial that the entire assessment be completed
– make sure that there are at least six multiple choice questions and that each question has
four answers, and that only one of those answers is correct (put the correct answers at the
indicated letters). Also check that you have included two longer answer questions and
that one of these questions incorporates an understanding of the character virtues. (You
may include up to ten multiple choice questions. Any question above the required six
questions may have fewer than four answer choices, such as a True/False question).

Curriculum Identification

Step 1:
Curriculum title: Write the title given to the curriculum which will be assessed.

       Ex. From Seed to Soup

Group: Write the group name (assigned at the workshop) and number of the curriculum.

       Ex. Red 1

Grade Level: Circle the grade level that most closely corresponds to the population of
             students who will be involved in the service activity and given this
             assessment. If there is a specific grade, please indicate that as well.

       Ex. K-2      3-5    6-8   9-12     9th – 10th grade

Academic Area: Circle the academic area which the service activity will be linked to. If
               the academic area is not included, please write it on the line provided
               (e.g. Computer Science).

       Ex. Language Arts, Social Studies, Mathematics, Science, Other _____

Planning the assessment

Step 2:
List the two academic learning goals stated in the curriculum template. These are located
on the bottom left-hand corner.

Step 3:
List 6 facts, items, concepts or terms that students are expected to understand from the
unit connected to service learning. Although these can be related to the service activity,
they should directly reflect what students learned in class. This assessment will be given
to a class which has participated in the service activity and one that has not participated –
so the items should reflect what both classes have learned (the academic content of the
unit), not the content of the service project (although you can use the context of the
service project to formulate a question). These items should not be related to the
character virtues – students will not be tested on the character virtues in a multiple choice
format. It may help to review the lesson plans of the unit or prior tests to identify key
terms, concepts or ideas that students should master.

The items should be major ideas, not relatively unimportant details. Keep in mind that
this test will be given both before and after the unit, so make sure that items reflect
primarily new material that is covered in class, rather than students’ prior knowledge in
the area.

Creating the assessment

Step 4:
Create 6 multiple choice questions based on the 6 items listed in step 2. These items
should be selected based on your knowledge of student abilities. They should be neither
too easy nor too difficult for the majority of students in the class to answer. Items may be
in a standard question format, fill in the blank or open ended sentence format.

Include four answer choices for each question. In writing the multiple choice answers to
the questions, select only one correct answer. Place the correct answer next to the circled


   A high risk behavior associated with HIV/AIDS is:
      a. Getting bit by a mosquito that bit an HIV positive person
      b. Sharing a soda with an HIV positive person
      c. Delivering food to an HIV positive person
      d. Sharing a drug needle with an HIV positive person

   Under the US Constitution, those powers not delegated to the Federal government are
      a. Exercised only by State governors
      b. Concerned only with issues of taxation
      c. Reserved to the States or to the people
      d. Divided equally between the States and the national government

   What is the single most important factor in growing a healthy garden?
     a. A lot of watering                    c. Enough sunlight
     b. Fertilization of the soil            d. Protection from wind

   Which of the following Supreme Court cases resulted in an increase in the civil rights
   of minorities?
       a. Dred Scott v. Sanford          c. Miranda v. Arizona
       b. Brown v. Board of Education    d. Korematsu v. United States

Step 5:
Write 2 longer-response questions. The first of these questions should relate to the
academic content of the unit. It should measure deeper understanding of the unit’s core
concepts. This question can be written in many formats; it could require students to write
an essay, draw a picture, create a web, list, write a story or dialogue, etc.

The second question should relate to the character virtue(s) connected to the service
learning project. Please provide an example of an answer to each question.

Both questions will be graded by the teacher using the provided rubric. If any changes
are needed to the rubric due to the format of the question, please make those changes on
the rubric itself.


      Why is it important to find the area and perimeter of the courtyard before you
      start planting?

      If you were writing a children’s book on the Constitution, what fundamental
      principles of the Constitution would you include?
      What was the impact of New York’s climate on its economy during the colonial
      era and the pre-Industrial Revolution period?

      What is involved in the process of creating a mural?

      What are the benefits of having a landscaped courtyard for Albion Elementary

      Write a letter to the Boy Scouts asking how you can help with a can/bottle drive.

      Imagine a conversation between one of the historical civil rights leaders/activists
      and a contemporary community leader. Write a dialogue that you might expect
      from these two if they were to meet, focusing on the issues they would be most
      likely to ask each other about (no longer than two pages).

      How could a mural change the atmosphere of the school, if at all?

      Why is it important to the community for you to equip others with and train them
      in the appropriate use of safety equipment and first aid?


How are you planning on using Docstoc?