Summative Assessment
Informal Summative Assessment
Students will be informally assessed through the unit on families by a checklist designed to check for each students’ understanding during large group discussions, as well as individual and small group work in relation to the topics of each lesson. An attached copy of this checklist can be found at the end of this document to illustrate the objective that need to be met by each student. Students should be assessed/checked on each item listed for each lesson.
Formal Summative Assessment
Students will be assessed over the course of a week in the following ways to show me what students have learned in relation in this unit and will address the essential question, “What makes a family?”:
o Students will then be asked to draw pictures of the various family make-ups we learned about in Lesson #2. I will give students the name of a family make-up, such as a same-sex family, which they will then draw in a picture and describe in a few short sentences. Each of the family make-up types will be given. Students have already drawn a book page as the formal assessment for this particular lesson for one type of family make-up so this will be a measure of what they remember learning about the other family types.
o Students will also be asked to pick one of their family traditions and explain why it is a family tradition. They will also be asked to list some of the various family traditions that were shared from other students. This will show their learning about family traditions and their broadened understanding of the traditions that their classmates have.
o As the last part of the summative formal assessment, students will be asked to identify some of the hardships families may face throughout time and what feelings may be associated with those hardships. They will also be asked to list the various ways in which a person can deal with those hardships and who they can turn to in a time of need.
*Each of these formal assessments will be added to the work the students have composed throughout the unit as a whole to give them a portfolio that addresses the essential question for the entire unit: “What makes a family?” This entire portfolio will be the basis for assessing students’ final knowledge on the family unit and the answer to the essential question.
Students will be informally assessed through the unit on families by a checklist designed to check for each students’ understanding during large group discussions, as well as individual and small group work in relation to the topics of each lesson. An attached copy of this checklist can be found at the end of this document to illustrate the objective that need to be met by each student. Students should be assessed/checked on each item listed for each lesson.
Formal Summative Assessment
Students will be assessed over the course of a week in the following ways to show me what students have learned in relation in this unit and will address the essential question, “What makes a family?”:
- Performance Task
o Students will then be asked to draw pictures of the various family make-ups we learned about in Lesson #2. I will give students the name of a family make-up, such as a same-sex family, which they will then draw in a picture and describe in a few short sentences. Each of the family make-up types will be given. Students have already drawn a book page as the formal assessment for this particular lesson for one type of family make-up so this will be a measure of what they remember learning about the other family types.
- Paper/Pencil Tasks
o Students will also be asked to pick one of their family traditions and explain why it is a family tradition. They will also be asked to list some of the various family traditions that were shared from other students. This will show their learning about family traditions and their broadened understanding of the traditions that their classmates have.
o As the last part of the summative formal assessment, students will be asked to identify some of the hardships families may face throughout time and what feelings may be associated with those hardships. They will also be asked to list the various ways in which a person can deal with those hardships and who they can turn to in a time of need.
*Each of these formal assessments will be added to the work the students have composed throughout the unit as a whole to give them a portfolio that addresses the essential question for the entire unit: “What makes a family?” This entire portfolio will be the basis for assessing students’ final knowledge on the family unit and the answer to the essential question.