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Instructions:
Kent State Shooting Assessment
You are to create an original assessment based on the information presented in this course about the Kent State shooting of May 14, 1970. Your assessment will consist of multiple-choice questions, constructed-response questions, and essay with rubric. Complete instructions are located in the Appendix. Grading is via checklist and rubric.
Project 1: Kent State Shooting Assessment (200 points)
Your assignment is to carefully study the indicated resources and create two original assessments designed to evaluate student comprehension and understanding of the issues presented in these materials and how they relate to todays issues.
Required Source Documents
Song: Ohio by Crosby, Stills, Nash, & Young (1970).
Newsweek Archived Article http://www.newsweek.com/my – god – theyre – killing – us – our 1970 – coverage – kent – state – 328108
http://www.history.com/topics/kent – state – shooting
http://www.ohiohistorycentral.org/w/Kent_State_Shootings
Assessment 1: Traditional Test
Using the materials above, create an assessment suitable for use as an end-of-unit test. Your assessment will consist of a mixture of multiple-choice and constructed-response items. Include point distribution (i.e., how many points each item is worth) for each section. This test is to be completely your original work you are not permitted to find and adapt from other sources any test questions to use in your project. Sources to help you with this assignment include the articles Test Taxonomy and Assembling the Test found in Canvas, plus any other review articles on how to construct good tests you might consult.
Multiple-Choice section:
Number of items: 10
Blooms Taxonomy: Each of the 6 levels discussed in the article Test Taxonomy must be assessed by at least one item.
No more than two Lower-Order questions (Knowledge and/or Comprehension) can be utilized.
Answer key provided
Indicate the correct answer
Identify the specific part of the specific standard each item is addressing
Label each item as to type
LR lower recall or LU lower understanding (no more than two)
HAP higher application; HAN higher analysis; HE higher evaluate; HC higher create (at least one of each)
Example: RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says . . . HAN.
Constructed-Response section:
Number of item: 5
Targeted DOK levels: 2 and 3
Each question must require students taking the test to consult with and reference/cite information from two sources in order to be successful.
o Answer key provided
Indicate a suggested correct answer
Identify the specific part of the specific standard each question is addressing
Label each question as to type
HAP higher application; HAN higher analysis; HE higher evaluate; HC higher create (at least one of each)
Example: RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says . . . HAN.
Assessment 2: Essay Test
Using the materials above, create an assessment suitable for use as an end-of-unit test. Your assessment will consist of one comprehensive prompt concerning a specific aspect, theme or connection with the Kent State shooting. You are also required to create an analytic scoring rubric for your essay. The test and rubric are to be completely your original work: you are not permitted to find and adapt assessment items from other sources, including rubric-generating websites and/or any published essay prompts or rubrics to use in your project. One good website on creating strong rubrics is http://www.assessmentforlearning.edu.au/professional_learning/success_criteria_and_rub rics/success_design_rubrics.html
Essay section
Number of prompts: 1
Targeted DOK level: 3 and/or 4
Students taking the test must be required to consult and reference all 4 sources in order to achieve a proficient or advanced rating on the rubric.
To help assess the connections students make between events of 1970 and today, you are allowed to add 2 credible sources to your assessment.
Provide scoring rubric. Be sure the point values for each criterion are included in the rubric (see the rubrics in this course for an example). Be sure that 80% of the points in your rubric address content comprehension and analysis as directed by your identified standards and not surface issues such as mechanics, grammar, typing, etc.
Kent State Shooting Assessment
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Kent State Shooting Assessment