Authentic Assessments in US History/Government

1. Authentic Assessments in US History/Government Team Presenters: Melissa Barragán Tim Higgins Adam Pickens Joe Reisinger

2. Not Authentic

3. NYS Standards & Common Core Standard 1: History of the United States and New York Standard 5: Civics, Citizenship, and Government Writing Standards: • Write arguments focused on discipline-specific content. • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Gather relevant information from multiple authoritative print and digital sources… Reading Standards: • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

4. Student Learning Objectives 1) Students will recognize causes for independence and revolution. 2) Students will work cooperatively to achieve a common goal. 3) Students will be able to recognize a real world aspect for their work. 4) Students will critically analyze and evaluate primary source documents. 5) Students will recognize main ideas and terms to show their importance.

5. Authentic Assessment • INTRODUCTION • 11th grade, United States History • Authentic Assessment • Persuasive Letter to Public Official • Rubric • Analytic • Formative Assessment • Vocabulary Worksheet • Primary Source Readings & Interpretations • Self-Regulation Worksheet • Planning Guide • Learning theories: Constructivism, cooperative learning, scaffolding, and direct vocabulary instruction

6. Literature Review • Authentic Assessments • Benefits • Ties to real-world activities • Meaningful outside of classroom • Better understanding and connection to content • Provides multiple ways of demonstrating skills for a variety of intelligences • Drawbacks • Time-Consuming • Teacher & Student Planning • Customization for class composition • Subjectivity in grading • Rubric design – well formulated criteria that link to standards

7. Literature Review • John Dewey • “Learn by doing…Education is not preparation for life: education is life itself.” • Lev Vtgotsky • Cognitive abilities are developed through socially supported interactions • Grant Wiggins • Revised and complemented previous theories • “…educators believe the best training for the future is case-based or problem-based learning.”

8. Wiggins (1998) Six standards for authenticity • (1) realistic • (2) requires judgment and innovation • (3) asks the student to “do” the subject • (4) replicates or simulates contexts • (5) assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task • (6) allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products

9. Learning Theories • Cooperative Learning • increasing the efficiency of a class (Cooper, 1995) • Constructivist Theory • Student self-discovery • Scaffolding as modeling • Support for individual needs • Direct vocabulary instruction (Marzano, 2004) • Informal definitions • Multiple means of representation • Repeated exposure • Student discussion

10. Formative Assessment: Vocabulary • Common Core Standards • -Reading Standards • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. • Speaking and Listening: • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. • NYS Standards • Standard 1: History of the United States and New York • Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. • Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. Student Learning Outcomes 1) Students will recognize causes for independence and revolution. 2) Students will work cooperatively to achieve a common goal. 5) Students will recognize main ideas and terms to show their importance.

11. Formative Assessment: Primary Source Readings • NYS Standards • Standard 1: History of the United States and New York • Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. • Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. • -Performance Indicators: • research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States) • Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. • Common Core Standards • -Writing Standards: • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. • -Reading Standards • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Student Learning Outcomes 2) Students will work cooperatively to achieve a common goal. 3) Students will be able to recognize a real world aspect for their work. 4) Students will critically analyze and evaluate primary source documents.

12. Formative Assessment: Primary Source Listening Activity • NYS Standards • Standard 1: History of the United States and New York • Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. • Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. • Standard 5: Civics, Citizenship, and Government • Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. Student Learning Outcomes 1) Students will recognize causes for independence and revolution. 2) Students will work cooperatively to achieve a common goal. 3) Students will be able to recognize a real world aspect for their work. 4) Students will critically analyze and evaluate primary source documents. • Common Core Standards • -Writing Standards: • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. • -Reading Standards • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. • Speaking and Listening: • - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly.

13. Formative Assessment: Planning Guide • NYS Standards • Standard 1: History of the United States and New York • Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. • Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. • Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. • Standard 5: Civics, Citizenship, and Government • Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. • Common Core Standards • Writing Standards: • Write arguments focused on discipline-specific content. • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. • Reading Standards • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Student Learning Outcomes 1) Students will recognize causes for independence and revolution. 2) Students will work cooperatively to achieve a common goal. 4) Students will critically analyze and evaluate primary source documents. 5) Students will recognize main ideas and terms to show their importance.

14. Formative Assessment: Self-Reflection Worksheet • NYS Standards • Standard 5: Civics, Citizenship, and Government • Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. • Key Idea 4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Student Learning Outcomes 3) Students will be able to recognize a real world aspect for their work. 5) Students will recognize main ideas and terms to show their importance. • Common Core Standards • Writing Standards: • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Reading Standards • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

15. Authentic Summative Assessment: Letter to Public Official • NYS Standards • Standard 5: Civics, Citizenship, and Government • Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. • Performance Indicators: • analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs • Key Idea 4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. • Performance Indicators: • prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem Student Learning Outcomes 1) Students will recognize causes for independence and revolution. 2) Students will work cooperatively to achieve a common goal. 3) Students will be able to recognize a real world aspect for their work. 4) Students will critically analyze and evaluate primary source documents. 5) Students will recognize main ideas and terms to show their importance. • Common Core Standards • Reading Standards: • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. • Common Core Standards • Writing Standards: • Write arguments focused on discipline-specific content. • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. • Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

16. Discussion Questions • What are some positives and negatives you see of authentic assessment? • What kinds of authentic assessments do you think would be suitable for your own classroom?

17. What will your verse be?