Appropriate assessment is the key to ensure students are reaching course objectives. Without assessment, students and instructors alike would not know whether what is being taught is being learned. It is of paramount importance that a variety of assessments methods and tools are used to ensure that all students are able to see where they stand in relation to the objectives. Over reliance on any one method of feedback may cause instructors and students to miss out on areas where growth could be achieved. On this page you will find examples of the four main assessment activities I use: discussion, skills practice, essays and quizzes, as well as the assessment tools I most frequently use: discussion rubric, effort based scale and essay rubric. 

Assessment Methods
I will use a variety of assessment methods throughout the course including quizzes, discussions, self assessment, essays, skills practice and peer review. Most assessments are formative in nature, carrying low point values. Because I am working with high school students, the motivation to complete assessments that are not somehow attached to their grade is lacking. For that reason, each activity and assessment students complete will be evaluated. At the end of the course, a larger summative assessment is used (Final Project) but that too is broken down into smaller formative assessments as they work on it. By allowing students to work on skills and knowledge in smaller doses with feedback as they go, I feel that students will be less threatened by the activities and assessments, and will gain more from the feedback provided. By providing a variety of ways to interact with the course content, I am able to reach more learners in an area where they may excel.

Example Skills Practice

Objective: Students will take notes utilizing at least two strategies (rule-based summarizing, paraphrasing, highlighting) and one note taking method (tables, note cards, note webs)

Skills Practice 1 - Take notes while reading Tamar on the theme of truth, secrets and deceptions, focusing on when characters must make decisions in relation to this theme, and what the effects of their decision are. Be sure to utilize at least two strategies (rule-based summarizing, paraphrasing, highlighting) and one note taking method (tables, note cards, note webs)

Skills Practice 2 - Take notes from 2 information sources that discuss the German Occupation of Holland utilizing at least two strategies (rule-based summarizing, paraphrasing, highlighting) and one note taking method (tables, note cards, note webs)

Assessment Tool: Effort Based Grading Scale

Example Discussion Prompt

Objective: Students will tie literature to history through exploration of various pieces of literature.

Tamar is a story of the devastating effects of war. In an historical context it sheds light on the ideas of truth, secrets and deceptions. At many points in the story, the characters face situations that require them to decide how truthful they should be. Choose at least two such situations that occur in the novel. Describe them, the cost of each option, what the character decided, and how you would have acted in their situation. When you have posted, return and respond to at least 2 of your peers.

Assessment Tool: Discussion Rubric

Example Essay Prompt

Objective: Students will utilize note taking strategies to organize evidence for an essay.

Historical research is often about accuracy in the portrayal of events of a particular time and place. Using your notes from the previous assignment, construct a 700 word essay on the historical accuracy of the novel Tamar by Mal Peet. You must use at least 2 outside sources and the novel in your evaluation.

Assessment Tool: Essay Rubric, Self Assessment

Example Quiz

Objective: Students will review the importance of taking notes during the research process.

Question 1 (1 point)

What is the central difference between copying notes and making notes?

a copying notes takes more time

b copying notes requires thought

c making notes takes less time

d making notes requires thought

Question 2 (1 point)

All of the following make up the combined actions of note taking except for

a sorting through information

b finding meaningful bits of information

c reducing information into shorter form

d copying from a teacher's board

Question 3 (1 point)

All of the following analogies describe how the notes function in the overall research paper writing process except for

a the mortar between the bricks

b the thread in your clothes

c the paint on a wall

d the nails in the frame

Question 4 (1 point)

What of the following is not the purpose of note taking?

a to give you something to do while your teacher talks

b to provide evidence to back up your thesis

c to gather facts, ideas and unique wordings

d to give you authority as an author

Further examples of the Activities/Assessments can be found on the Sample Learning Activities Page.

Discussion Rubric

Most discussions throughout the course will be evaluated based on the rubric below. I will also provide feedback to students via responses to their posts, asking them to dig deeper, and redirecting when necessary. 

Criteria	Grading Scale
Initial Post Content	6 Clearly and concisely answers the question prompts using examples from the reading or an outside source. 4 Answers most of the discussion prompts using examples from the reading or an outside source 2 Answers part of the discussion prompt, sometimes using examples from the reading or an outside source 0 Does not answer the discussion prompt or use information from the reading or an outside source
Initial Post Spelling and Grammar	2 No spelling or grammar mistakes 1 Some spelling or grammar mistakes 0 Riddled with spelling and grammar mistakes
Response Post 1 Content	3 Student provides a thoughtful and insightful response to classmates’ initial posts using at least 1 response technique 2 Student gives some thought to classmate’s initial post 1 Response gives minimal thought to classmates’ initial post 0 Response is a simple I agree/I disagree or there is no response
Response Post 1 Spelling and Grammar	1 No spelling or grammar mistakes 0 Spelling and grammar mistakes present
Response Post 2 Content	3 Student provides a thoughtful and insightful response to classmates’ initial posts using at least 1 response technique 2 Student gives some thought to classmate’s initial post 1 Response gives minimal thought to classmates’ initial post 0 Response is a simple I agree/I disagree or there is no response
Response Post 2 Spelling and Grammar	1 No spelling or grammar mistakes 0 Spelling and grammar mistakes present

Total pts: 16

Effort Based Grading Scale

For many of the skills practice exercises, I will grade based on an effort scale, with specific written or audio feedback to the student on why I believe they achieved the level they did.

This assignment is graded based on effort:

15- Assignment goes above and beyond

13 - Effort is clear and apparent

10 - Some effort was extended

5- Minimal effort was extended

0 - No effort was extended/No assignment handed in

Essay Rubric

Most short essays will be assessed using the following rubric. For the self assessment, students will be required to highlight evidence in their essay to show how they met each criteria. This will help ensure that they are using the rubric to self assess, rather than just giving themselves a score. This rubric will be couple with written or audio feedback from the instructor addressing each aspect of the criteria.

Criteria	Grading Scale
MLA Citations (in-text and Bibliography)	4 Excellent Thorough and accurate (in-text and Bibliography) 3 Good mostly complete and accurate (in-text and Bibliography) 2 Satisfactory Partially done partially accurate (in-text and Bibliography) 1 Needs Improvement Not complete or accurate 0 Not Done
Proper MLA Format for paper	4 Excellent Proper: Margins, Indents, Capitalization, font, headings 3 Good Mostly Proper: Margins, Indents, Capitalization, font, headings 2 Satisfactory Partially Proper: Margins, Indents, Capitalization, font, headings 1 Needs Improvement Not Proper: Margins, Indents, Capitalization, font, headings 0 Not Done
Spelling and grammar	8 Excellent No Spelling or Grammar Mistakes 6 Good Few Spelling and Grammar Mistakes 4 Satisfactory Some Spelling and Grammar Mistakes 2 Needs Improvement Many Spelling and Grammar Mistakes 0 Needs Improvement Riddled with Spelling and Grammar Mistakes
Thesis	4 Excellent Well stated, clear and easy to identify 3 Good Clear and easy to identify, but awkwardly stated 2 Satisfactory Murky, but able to identify, awkwardly stated 1 Needs Improvement Able to identify after reading the essay several times 0 Not there
Questions Answered	14 Excellent Clearly and concisely answers the question prompts using many examples from the reading. 10.5 Good Answers most of the prompts using examples from the reading. 7 Satisfactory Answers part of the prompt, sometimes using examples from the reading. 3.5 Needs Improvement Answers part of the prompt, but does not use examples from the reading. 0 Does not answer the prompt or use information from the reading.
Use of outside source	8 Excellent Effectively incorporates at least 2 appropriate outside sources, using them to add insight to the topic. 6 Good Incorporates 2 appropriate outside sources but does not use them to add insight to the topic 4 Satisfactory Includes inappropriate outside sources, and does not use them to add insight to the topic 2 Needs Improvement Includes an outside source in bibliography, but does not refer to it in their writing. 0 Does not use an outside source.
Length	4 Excellent 601-700 words 3 Good 501-600 words 2 Satisfactory 401-500 words 1 Needs Improvement 201-400 words 0 0-200 words
Self assessment	4 Excellent within 2 points 3 Good within 4 points 2 Satisfactory within 6 points 1 Needs Improvement done 0 not done

Total pts: 50