Presentation on theme: " A New Generation of Assessments Presented at NC SS Leaders Conference, October 2014 Courtney Tuck & Melissa McGready- WSFCS."— Presentation transcript:
A New Generation of Assessments Presented at NC SS Leaders Conference, October 2014 Courtney Tuck & Melissa McGready- WSFCS
Why “Old School” testing won’t work anymore… What today’s testing needs to accomplish… What makes a strong conceptual Multiple Choice or Constructed Response question… Time to practice writing questions…
Ancient Egyptians used shaduf to move water to their crops. Regulators were used on canals in Mesopotamia to control the level of water in the irrigation ditches. An extensive canal system was used in the Indus Valley Civilization of Harappa. The Ancient Chinese created an irrigation system capable of water storing, channeling, irrigating and draining in the Western Zhou Dynasty
Memorization of facts Never-ending lists of people, places, dates, & events Small % is retained
1. Which of the following acts required colonists to pay a tax on paper products? A. Quartering Act B. Stamp Act C. Tea Act D. Paper Act
Matching: 1.written language using wedge shaped characters 2.civilization on Tigris and Euphrates River 3.written language using symbols and pictures 4.some of history’s first written laws 5.civilization on the Nile River A.Egypt B.cuneiform C.Mesopotamia D.Code of Hammurabi E.hieroglyphics
Fill in the Blank: 1.___________________________’s 95 Theses resulted in the start of the Protestant Reformation. 2.The Catholic Church charged ___________________ with heresy because he said the earth revolved around the sun. 3.____________________________ believed that all people have natural rights, including life, liberty and property. 4._______________________ expressed the importance of a government with checks and balances and a separation of powers. Galileo John Locke Martin Luther Montesquieu
Conceptual teaching requires a new generation of assessments o Based on standards - not just facts o Application of knowledge - not memorization and regurgitation o Requires students to use primary sources & stimulus material (maps, graphs, charts) o Requires student to think critically
Phrase the item as a question The first President of the United States of America was A. Abraham Lincoln B. Thomas Jefferson C. George Washington D. John Adams
Avoid using “NOT” or “All … except” in your questions Which of the following was NOT a motivation for European Exploration? A. Spread Christianity B. Slave trade C. Resources and Riches D. Fame and stature among leaders
Create answer choices that are all approximately the same length What development marks the transition from the Paleolithic Era to the Neolithic Era? A. Use of irrigation B. Ability to farm C. Knowledge of fire D. Humans developed advanced weapons that allowed them to protect themselves.
All answer choices must be plausible What was main complaint of the American colonists that pushed them toward revolution? A. Taxation without representation B. Limits on trade and economic affairs C. Extreme dislike for the British flag design & colors D. Disagreements on how colonies should be ruled
Avoid answer choices “All of the Above”, “None of the Above”, etc… How did the economies of the East African city-states influence their culture? A. Arab traders shared their culture with the Africans B. Arab traders forced the Africans to give up their way of life C. African merchants refused to trade with Muslims D. All of the above
6.C.1.2 Explain how religion transformed various societies, civilizations and regions.
___ Which statement best describes the information shown in the image above? A. Taxation Rate - those at the top pay the highest taxes B. Population - it shows how the number of people increased in Egypt over time C. Social Structure - each level was more important than the one below it D. Religious Beliefs - each level worshipped those in the next level above them 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time.
Strongest support in New England Favored a strong central government Supported by bankers and big business owners Led by Alexander Hamilton and John Adams Strongest support in the South Favored states’ rights Supported by farmers and shopkeepers Led by Thomas Jefferson and James Madison B a small grocery store owner in Georgia C a small farmer in rural Pennsylvania D a large shipping company owner in Massachusetts Use the table below to answer the question. Federalist Democratic-Republican Which of the following individuals would have been most supportive of the Federalist Party in 1800? A a large plantation owner in Virginia AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted.
When possible, mirror the verb from the standard Use quantifiers in your prompt to guide student responses Incorporate choices Stimulus material - quotes, reading passages, charts, graphs, maps, images, timelines
Why did the world go to war in 1939? Discuss how alliances changed the outcome of WWI. How was the South affected by the Civil War?
Explain the impact of the printing press on the Renaissance/Reformation. Give two examples of how it impacted society.
1820 Missouri Compromise 1850 Compromise of 1850 1854 Kansas-Nebraska Act Choose one of the items listed and explain how political conflict led to the creation of the compromise or act. Then, explain why the compromise or act failed to resolve this conflict. (2 points) AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted.
Explain how the physical geography of a place influenced the development of industry. Then, provide one example of how industrialization changed the environment. WH.H.6.3 Explain how physical geography and natural resources influenced industrialism and changes in the environment.
Questions for summative tests at the end of your units will contain content specific material. Questions on the NC Final Exam will most likely be more broad in their scope and not focused on a specific time or event. We suggest you “Throw them a Curve” on every assessment throughout the year. Ask a question that applies the same concept but uses a new example with stimulus material students must use to answer it.
Within groups, practice writing a few questions o Copies of Unpacked Standards for your foundation o Stimulus material related to content o Tips for Effective Questions
We love our Mamas. We can even love your Mamas. But we can’t use the same test questions she took when she was in school. It’s time for a change…
Courtney Tuck - Middle School SS, WSFCS email@example.com Melissa McGready - High School SS, WSFCS firstname.lastname@example.org