Standard 3: Assesses Student Learning
I planned my To Kill a Mockingbird unit by using backwards design. In doing so, I first thought about what skills and concepts that I wanted my students to develop and comprehend. Therefore, I first generated an overarching theme: integrity. By using the overarching concept, I was able to generate clear unit goals. I wanted students to understand the importance of possessing integrity, so they can become better citizens in their community. I also wanted students to learn the various components needed to create an effective argument and use this knowledge to construct an argumentative essay. In other words, I used the concept of integrity as a mechanism for argument that students would use to generate an essay. Thus, in my unit, I had students create an extended definition essay. This essay provided students with the time and space to become more familiarized with the concept of integrity and the components of an argumentative essay. Furthermore, the extended definition essay gave me the opportunity to assess students’ learning and provide helpful feedback for each individual student.
Before students had to turn in their final product, I wanted an assignment that let me evaluate students’ progress through a formative assessment. I made an assignment where students had to replicate the process of forming each component of the essay. I could tell that integrity was a complex concept for students, so I included an assignment that used a more familiar concept of bravery. By using a more recognizable idea, I was able to focus students’ attention more towards their construction of thoughts and less on the comprehension of the concept. After I collected the assignment, I was able to evaluate each individual student’s strengths and weaknesses. Then, I provided students with written explanations that clarified any confusion and reassured them of their strongholds.
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After having students research and generate discussion about the idea of integrity, I needed a way to assess students to ensure comprehension of such concept. I created an assignment that required students to analyze a short story and construct responses as to what integrity’s role was in the text. My goal was to determine where students were struggling in fully comprehending the idea of integrity. I did not want students to venture into writing an essay over a concept that they did not grasp.
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After students created extended definition essays, I conducted a summative assessment through a rubric that I created. One of my goals with the rubric was to be more objective with the grading process. I also wrote statements for why the student earned the number of points for each paragraph. Through the rubric, I was not only able to evaluate each individual student’s performance on the essay, but I was able to determine where I needed to improve in my writing instruction.
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