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Shelby County Schools

Shelby County Schools. Common Core Modules for Social Studies/History Grades 6-12. Tennessee Department of Education History/Social Studies Grades 6-12. Supporting Rigorous History/Social Studies Teaching and Learning. Module 5 : Culminating Assessment

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Shelby County Schools

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  1. Shelby County Schools Common Core Modules for Social Studies/History Grades 6-12

  2. Tennessee Department of Education History/Social Studies Grades 6-12 Supporting Rigorous History/Social Studies Teaching and Learning Module 5: Culminating Assessment Text Based Questions

  3. Central Drivers of Instruction Complex Texts Overarching Questions CCSS Culminating Assessment

  4. Culminating Assessment • Is a summative assessment. • Is related to the unit’s overarching questions, texts, and key standards. • Provides a guide for the work in the unit. • Provides evidence of student understanding and proficiency of the identified CCSS and learning goals. • Allows for the construction of new knowledge or an extension of their thinking rather than a regurgitation of what students learned in the unit.

  5. Culminating Assessment • Culminating assessments across a year should require a variety of writing genres & modes. • Once you’ve decided on a culminating assessment, make a list of what students need to know & be able to do to be successful. Design the unit with that as your guide (backward mapping). • Unit texts should be able to support much of what students need to know and be able to do. • Develop the culminating assessment with the rubric in mind.

  6. Culminating Assessments: Writing Assignments A good writing assignment is: Focused on a single guiding question. Composed so that the task or invitation to write is clearly visible. Scaffolded so that students: Understand the connection to the work that precedes it, See clearly what is being asked of them, and Find some help in imagining how to begin the writing.

  7. Text-Based Questions

  8. What Are Text-based Questions and Tasks? Text-based questions are questions that • Are focused on the text • Are generally text-specific rather than generic questions that could be asked of any text • Do not get students off of the text (e.g., Tell me about a time you went camping…) • Require students to re-read the text closely to • Draw inferences • Develop interpretations • Analyze ideas and language • May promote convergent (comprehension) and divergent (interpretation/analysis) thinking about a text

  9. What are open-ended questions? Open-ended, text-based questions: • Allow multiple entry points for students. Students are able to answer the question from their perspective. • Have more than one possible response that can be supported with evidence from the texts. • Provide teachers with a window into students’ thinking and comprehension of a text. • Allow students to construct an overall understanding of a text. • Mirror the kinds of questions proficient readers ask themselves about a text. Proficient readers rarely concern themselves with the insignificant details that are often the subject of close-ended questions.

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