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** TEC 546 - Assessment and Technology **  Module 2: Technology-Assisted Assessment Inquiry: Part 1   Module 3: Technology Assisted Assessment Inquiry: Part 2  ** Module 6: Assessing Student Creativity **
 * Welcome to Teacher in Room 212 **  A wiki to explore all things educational and related to online grad school assignments.

**Homesteading ** **Summary of Lesson:**

**Objective:**

Following the completion of a simulation, students will compose a series of short 50-75 word) narratives that accurately reflect the experiences of 19th century homesteaders.

**Overview:**

The Homestead Game is a classroom adaptation of the board game Stake a Homestead created by A.C. Woster. (Woster) It features “tracts of land” (playing boards) on which students can “stake their claim” and then work through a series of fate cards that reflect the hard work and perils faced by those who chose to attempt to gain 160 acres of “free” land from the government. Students summarize their experiences as homesteaders in a series of written reflections in the form of postcards.


 * Lesson Highlights: **


 * Students view a 15 minute video introducing the idea and experiences of those who participated in the Homestead Act of 1862. (This video is the same video used at the Visitors Center at the Homestead National Monument.) ( (National Park Service, 1987)
 * Students participate in a lecture/discussion reflecting information from the video, a graphic organizer and primary source documents regarding homesteading.
 * Motivation is provided through the anticipation that they will earn simulated money for their right answers in “formative” quiz. The simulated money will be used to pay the $10 fee to stake their claim and allow them to participate in the simulation/game.
 * Students complete a replica postcard dated 1862, in which they create a scenario by writing to a friend or relative explaining why they are choosing to go west and homestead.
 * Students “stake their claim” and pay the necessary “fees”.
 * In groups of 4s and 5s, students will play each of the rounds in turn.
 * At the end of each round, the class discusses the events of the year, asks and answers questions and then “writes home” on a postcard, sharing the authentic events that happened to themselves and their homesteading neighbors.
 * At the end of the last round, students will evaluate their claim and determine if they have “proved up”. Their final postcard should reflect their reasoning behind their final ability to receive the title to 160 acres of land.
 * Students who have, in fact,” proved up” will receive a replica title to their 160 acres after paying an $8 recording fee (to be earned in the process of the simulation).


 * Student Artifacts **



**Scored Rubrics**



**Reflections:**

This activity typically creates a great deal of energy within the classroom and, as anticipated, the students participated with enthusiasm. In addition, it was noted that the assessment was embraced by the students as part of the simulation/game experience which helps to account for part of the positive experience. The following are observations concerning the assessment portion of this activity.


 * 1) The use of postcards, rather than a more traditional paper/pencil test created an authenticity in assessment that created positive results.
 * 2) The assessment tools allowed for the demonstration of a greater depth of knowledge in student responses over previous paper/pencil tests.
 * 3) This form of assessment created a greater level of student intentionality as they progressed through the simulation.
 * 4) Students asked more questions and questions reflecting higher order thinking skills than previous participants who were assessed with more traditional testing instruments.
 * 5) Students expressed appreciation regarding the specificity of the rubric.
 * 6) Students, who typically struggle with traditional Scantron or multiple-choice tests were able to demonstrate their knowledge of homesteading, often with excellence.
 * 7) An initial view of the rubrics allowed students to identify and hit the “target” with greater confidence.
 * 8) The use of the rubric helped maintain a balance of points between the content and technical portions of the assessment.
 * 9) The use of the rubric was a significant improvement over previous attempts to use a point system to evaluate student participation in this activity.

In short, student discussions at the end of each round, in light of the type of assessment, created a sense of urgency and clarification of learning on the part of the students. In addition it creates an environment for differentiation that typifies “assessment as learning” as described by the WNCP. (Western and Northern Canadian Protol for Collaboration in Education, 2006) The vehicle of a role playing game, coupled with the use of this type assessment, motivated students to analyze and synthesize information. In short, the use of this type of open-ended assessment, coupled with the use of the rubric, was an authentic and accurate assessment of student acquisition and utilization of knowledge.

**References:**


 * National Park Service. (1987). //The Free Land// [Motion Picture].
 * Western and Northern Canadian Protol for Collaboration in Education. (2006). Rethinkg classroom asssessment with purpose in mind. Winnipeg, MB, Canada.
 * Woster, A. C. //Stake a Homestead.// 1964, 1992

**Principles of Government: Government and the State** **This lesson is one of three introductory lessons in American Government,** **a semester-long course,** **which focuses on the** **r****elationship between the government and the state.**

To explore this lesson read information and click links below or consult material in Pages and Files (right).


 * Content Standards: **


 * Arizona Academic Standards**


 * **Subject:** Social Studies
 * **Subject/Grade/Domain:**High School
 * o **Strand:**Strand 3: Civics/Government
 * § **Concept**: Concept 1: Foundations of Government
 * **Performance Objective:** PO 1. Examine the foundations of democratic representative government.
 * § **Concept**: Concept 3: Functions of Government
 * **Performance Objective:** PO 1. Analyze the function of government as defined in the Preamble to the Constitution.


 * Goal: **

Students will understand foundational aspects of the government and state as they relate to the United States of America.


 * Objectives: **


 * Given a set of criteria, the student will accurately identify the defining characteristics of a state with at least 75% accuracy.
 * Given general information and a class activity, the student will define government, public policies and the basic powers of all governments with at least 75% accuracy.
 * Given definitions and a class activity, the student will accurately identify four theories that attempt to explain the origin of the state with at least 75% accuracy.
 * Following the reading and a discussion of the Preamble to the Constitution, the student will accurately evaluate and identify the six purposes of the American government.


 * Lesson Abstract: **

Format: PowerPoint interactive lesson utilizing Doceri presentation software.


 * **Pre-test/Formative Assessment utilizing TurningPoint (SRS)**


 * Lesson Set: Class discussion regarding the requirements to be considered a nation.
 * Working in groups of twos, students will illustrate requirements to be considered a nation.
 * Class discussion of the definition of government.
 * Identification and discussion of three basic powers common to all governments
 * o Legislative
 * o Executive
 * o judicial
 * Discussion of public policies based on definition and Student Activity 1(student’s daily schedule).
 * Jigsaw Activity regarding the four theories of the origin of the state
 * o Force Theory
 * o Evolutionary Theory
 * o Divine Right Theory
 * o Social Contract Theory
 * Extension Activity – 1.1 Vocabulary Cards and 1.1 Reading Annotations
 * Correction of Vocabulary Cards and discussion of 1.1 Reading Annotations
 * Review Activity (Four Corners Activity or Show Down Activity)
 * View //School House Rock: The Preamble//
 * Read the Preamble to the United States
 * Identify and discuss purposes of government embedded in the Preamble:
 * o Form a more perfect Union
 * o Establish justice
 * o Ensure domestic tranquility
 * o Provide for the common defense
 * o Promote the general welfare
 * o Secure the blessings of liberty
 * Lesson Close:
 * o Display a list of words and concepts covered and discussed in this lesson.
 * o Ask students to share the most important thing that they learned from this lesson and why they believe that it is important.
 * **Lesson Assessment utilizing TurningPoint (SRS)** (See attached PowerPoint Presentation below)
 * **Lesson Assessment utilizing TurningPoint (SRS)** (See attached PowerPoint Presentation below)

**Technology-Assisted Assessment Inquiry: Part 2** From January 6 through January 9, 2012, seniors in a newly formed American Government course took part in introductory activities surrounding the origins of the state and basic governmental principles. These activites included a pre-test administered through a TurningPoint student response system, class activities such as class discussions, vocabulary activities, a jig-saw activity, student creation and demonstrations of the theories of the origins of the state and the creation of vocabulary cards with embedded mnemonic devices. These activities were followed by an a post-test of knowledge, again, administered through the TurningPoint system (1.1 - TuringPoint Assessment.pptx which is embedded above). **The following chart reflects data gleaned from the both the pre and post-tests.** *Discrepancy in Number of students in class and those in Pre-test sample was due to a wide variety student absences.
 * || Pre-test || Post Test ||
 * Number of students in class || 29 || 29 ||
 * Number of students in sample || 21* || 28 ||
 * Average number correct || 4 || 10 ||
 * **Average percentage** || **34%** || **91%** ||
 * High Score || 6 (55%) || 11 (100%) ||
 * Low Score || 1/11 (9%) || 6/11 (55%) **. ||
 * Mean || 4 (36%) || 10 (91%) ||
 * Question Item Analysis notations || * 5/11 questions had error rate of >85%
 * 1 question had error rate of <34% *** || * 1 question had error rate = 32%
 * 9 questions had error rate of >11%. ||
 * Assessment attempted by student who had not been in 2 of 3 teaching sessions. To be reattempted for credit after full exposure to all lesson material.**
 * Transfer knowledge from previous course.

The following is an abstract of the activity, data and findings:
Abstract: This study investigated knowledge of introductory concepts surrounding the origins of the state and the foundations of government. In total, 29 students participated in the pre and post-test evaluation process although absences were a notable, although not critical, issue in the evaluation process. Identical eleven question pre- and post-test assessments were administered to all available students via the TurningPoint Response system utilizing individual student responders. Pre-test data was gathered during in introductory class activity and was archived via TurningPoint Software. An identical post-test assessment was made and archived following instruction. Data was analyzed and directed further instruction. Following all planned pre-test, academic lessons and post-tests, students participated in a discussion regarding their used of TurningPoint student response system. An analysis of the data and findings suggests that (a) TurningPoint student response system is an effective tool for the assessment and measurement of student achievement in this type classroom; (b) The use of the same or similar testing instruments/tests allow for accurate comparison and analysis of student mastery of information; (c) Students were comfortable and confident of their participation in this type of assessment; (d) Student retention of previously encountered material was clear from pre-test data and the information directed instruction; (e) The ability to ascertain individual student achievement and provide specialized assistance is a significant benefit associated with this assessment; (f) 30 second question/answer time segments was appropriate for nearly all students; (g) Although it was not the situation in this case study, special consideration must be made for students who need time to process information on a seven foot screen, students who have difficulties processing information at a distance of greater than eight feet and for those who need extra time when lengthy narrative questions are presented; (h) Students showed appreciation for immediate feedback and for the ability to see answers after assessment (although test integrity issues may deem such immediate feedback inappropriate when multiple classes are going to be assessed at different times using the same instrument); (i) There is some question as to the actual level of student knowledge prior to pre-testing due to the nature of the multiple-choice question format. (It is possible that more accurate data might be gained from open-ended or narrative type responses). (j) While students are comfortable with current student response systems for formative assessment (and intermittent use within lessons), they have significant concerns regarding the use of TurningPoint for formative assessments over 15 questions and any summative assessment.