Activities+and+Scenarios

Activites and Scenarios
Below are a variety of activites and scenarios that showcase alternative assessment types.


 * K-8 **

** One ** || Mrs. Jones is a third grade teacher. She is planning an upcoming science unit of study of simple machines. She has created a ten-question multiple choice quiz to administer to her students. She plans to give the quiz after she has shown the students a presentation with examples of different simple machines on her Promethean Board. Mrs. Jones hopes to obtain evidence of learning to assess the following objective:
 * ** Scenario **

**SCI.3.SCI.3.2.1.2**: Identify, differentiate, and explain the function of the six types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge). || ** Assessment ** || Provide an alternative form of assessment that Mrs. Jones could use to assess student knowledge of the objective instead of a multiple choice quiz. ||
 * ** Alternative **
 * ** Scenario Two ** || A fifth grade language arts teacher is preparing a unit of study about persuasive forms of text. As a culminating unit assessment, he plans to administer a summative test in which the students will read three persuasive passages and provide short answer responses to four questions about each passage of text. The language arts teacher hopes to assess the following learning objectives:

** 5.1 Use a variety of reading comprehension strategies to gain meaning from ** ** print ** ** 5.6 Write for a variety of reasons using different formats ** 5.6.1 Write daily across the curriculum using a variety of formats 5.6.2.d Write using a variety of forms: persuasive 5.6.5 Share writing with others || ** Assessment ** || Provide an alternative form of assessment that this language arts teacher could use to assess student knowledge of the objective instead of a passage test with questions. ||
 * ** Alternative **
 * ** Scenario Three ** || Ms. Sierra is planning her patterns, functions and algebra unit for her Grade 7 mathematics classes. Ms. Sierra has planned a matching quiz in which the students will be pairing algebraic expressions and equations with their corresponding verbal expressions and equations. Ms. Sierra hopes to assess the following learning objective:

**PF 7.20** Translate verbal expressions to algebraic expressions and verbal sentences to algebraic equations **(SOL 7.20)** || ** Assessment ** || Provide an alternative form of assessment that Ms. Sierra could use to assess student knowledge of the objective instead of a matching quiz. || ** 6.2.10 Describe the effects of colonization on the American Indians (USI.4b) ** ** Assessment ** || Provide an alternative form of assessment that this social studies teacher could use to assess student knowledge of the objective instead of the power point project. ||
 * ** Alternative **
 * ** Scenario Four ** || A social studies teacher in grade 6 is planning a unit about European exploration and clash of cultures. To assess student understanding of the effect of European colonization on the American Indians, she has planned a project in which the students will create a power point presentation with four slides, each listing one effect of colonization on the American Indians. She hopes to assess student understanding based on the following objective:
 * disease*
 * Christianity*
 * loss of land*
 * reduced population
 * language*
 * enslavement*
 * conflict with the settlers
 * new crops*
 * weapons, metal farm tools* ||
 * ** Alternative **

9 - 12

** One ** || Mrs. McKenzie is a Biology teacher. She is planning an upcoming unit that includes the study of the structure of cells. She has created a ten-question multiple choice pre-test to administer to her students. She plans to give the quiz prior to teaching this unit to assess her students’ prior knowledge of the topic. Mrs. McKenzie hopes to obtain about prior knowledge of the following objectives: BIO.4.3.1 Distinguish the difference between a prokaryote and the eukaryote cell. BIO.4.3.2 Identify the structure and function of the main cell organelles BIO.4.3.3 Compare and contrast the structure and function of plant and animal cells BIO.4.3.4 Identify the similarities between the activities of a single cell and whole organism. || ** Assessment ** || Provide an alternative form of pre-assessment that Mrs. McKenzie could use to assess student knowledge of the objective instead of a multiple choice pre-test. || ·   LA.10.W.10.12:  The student will develop a variety of writing with an emphasis on exposition. (SOL 10.7) o [|LA.10.W.10.12.1: Write a multi-paragraph essay explaining cause/effect.] o [|LA.10.W.10.12.3: Write a multi-paragraph essay analyzing how two authors develop the same theme.] || ** Assessment ** || Provide an alternative form of assessment that this language arts teacher could use to assess student knowledge of the objective instead of having each student write a draft essay. || **VBG.21** The student will classify a given quadrilateral as a parallelogram, rectangle, rhombus, or square, according to its properties and justify the conclusion . || ** Assessment ** || Provide an alternative form of assessment that Ms. Carlisle could use to assess student knowledge of the objective instead of a matching quiz. || **11.2.3** ** Describe the political difference among colonists concerning separation from England. (VUS.4) ** ** Assessment ** || Provide an alternative form of assessment that this social studies teacher could use to assess student knowledge of the objective instead of the power point project. ||
 * ** Scenario **
 * ** Alternative **
 * ** Scenario Two ** || A Core English 10 teacher is preparing a unit of study about writing with an emphasis on exposition. As a formative assessment, the teacher plans to have the students write a rough draft of a multi-paragraph essay. The teacher will read each essay and provide written feedback which will allow the students to revise the essay. The language arts teacher hopes to assess the following learning objectives:
 * ** Alternative **
 * ** Scenario Three ** || Ms. Carlisle is planning a summative assessment in her Geometry class. Ms. Carlisle has planned a matching quiz in which the students will be pairing types of quadrilaterals with their corresponding labeled diagrams. Ms. Infinity hopes to assess the following learning objective:
 * ** Alternative **
 * ** Scenario Four ** || A Virginia and U.S. History teacher is planning a unit about the political difference among colonists concerning separation from England. To assess student understanding, she has planned a project in which the students will create a power point presentation with three slides, each listing one viewpoint of the colonists and along with a visual representation. She hopes to assess student understanding based on the following objective:
 * Loyalists/Tories
 * Patriots
 * Undecided (Neutrals) ||
 * ** Alternative **