Wax Museum Assessment.doc - Running head WAX 1 Wax Museum...

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Running head: WAX 1 Wax Museum Assessment Erin McLinsky Grand Canyon University: ELM 550 November 21, 2018
WAX Wax Museum Assessment Part 1: Assessment Plan The social studies standards for the State of Kansas that the Wax Museum project will cover include the Kansas Standards for History, Government, and Social Studies Standard 1: Choices have consequences. 2: Individuals have rights and responsibilities. 3: Societies are shaped by beliefs, idea, and diversity. 4: Societies experience continuity and change over time. 5: Relationships between people, place, idea, and environments are dynamic. The State of Kansas Arts standard for this lesson is VA:Cn11.1.5a: Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society. Assessments are an important part of any lesson plan. Each lesson should have formative assessments and a final summative assessment. For the wax museum assignment that I have assigned to my students, I will have four formative assessments (one for each day of work) and one final summative assessment. The four formative assessments that I will be giving to my students include postcard, two roses and a thorn, Twitter board, and metacognition table. On the first day of class, I will use the metacognition table. I will pass out an index card to each student and they will answer the following questions: 1). What did we do in class? 2). Why did we do it? 3). What did I learn today? 4). How can I apply it? 5). What questions do I have about it? This will allow for me to see what the students understand about their own research and if they understand why they are doing the project. The next day, I would use the formative assessment of two roses and a thorn. This assessment allows for a student to write down two things that they liked or found interesting about the day (so two things that they liked 2
WAX or found interesting from their research) and one thing that they did not like or still have a question about. This will allow for students to think about the research that they have completed so far and be honest about their own learning. The third day I would use the formative assessment of a Twitter board. In this assessment, each student is given a sticky note and can use 140 characters to describe something that they have learned. I will then post their answers on a cork board within the classroom. This type of assessments allows for reflection of their own research and learning. On the last day, each student will be given a blank postcard. They will then draw a picture of their historical figure and a historical event that the historical figure took part in. On the other side of the postcard, the student will write as their historical figure to any other historical figure explaining the event that happened. This assessment is another reflection

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