Assessment Plan
	Description:

Note:  The assessment plan discussed below is designed to determine whether or not students have carried out the performance indicators in the learning experience. Each performance indicator is reached and assessed in the following manner:

STANDARD ONE - History of the United States and New York

• Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans.
• Students engaged in this experience complete a rather detailed survey of American culture from the 1950's, 60's, 70's and 80's. The experience asks students to research pop culture over this broad time span, including such people and events as; Doris Day, Joe DiMaggio, Marlon Brando, "Rock and Roll," Peyton Place, Buddy Holly, Hula Hoops, Earnest Hemingway, Woodstock, heavy metal and AIDS. There are many other cultural items in the song.
• By tracing these over time students are able to see how our nation has evolved over time. By presenting this cultural history in pictures students are able to see how these broad cultural and social movements unite us as a nation.
• The rubric assesses the extent to which this performance indicator has been met by evaluating to what extent student demonstrated knowledge and understanding of the items presented in their projects. Completeness of the project is also assessed so that students will be able to gain a full view of the topics indicated.

Performance Indicator Two:

• 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).
• The learning experience asks students to research the Cold War and contemporary United States. These are items that are both a part of the core curriculum as well as the performance indicator.
• The rubric assesses the extent to which this performance indicator has been met by evaluating the completeness of the research and the demonstration of content understanding. The student presentations and teacher evaluation provide more then ample opportunity for analysis.

• Prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history.
• The learning experience asks students to prepare presentations to the class about a wide variety of important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history as described above.
• The rubric assesses the extent to which this performance indicator has been met by evaluating the completeness of the research and the demonstration of content understanding.

STANDARD TWO - World History

Performance Indicator:

• Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.
• The learning experience clearly meets this performance indicator by having students research many key events and developments and major turning points in world history. By researching such a broad span of history at one time and by presenting their observations about this history orally they are identifying significant effects of these events.
• The rubric assesses the extent to which this performance indicator has been met by evaluating the completeness of the research and the demonstration of content understanding.
• The project will be assessed in a variety of ways. Each student will receive a group grade and an individual grade. On the last day when the class views the completed projects students will complete an assessment of the projects. The assessment device will be broken up into individual and group projects. There is also a group self-evaluation device.

• Student Score Sheet
• Teacher Score Sheet
• Group Self-Evaluation Rubric
• Self-Evaluation

The teacher will also assign individual and group grades.

On the last day students must be given an assessment pack. The pack includes:

1. A rubric that they will use to base their grades on. (They have already seen this and should have a copy they have been referring to.)
2. A scoring sheet to grade student projects.
3. A scoring sheet to grade the level of participation of themselves and the other members of their group.

Students will receive two grades for this assignment, a group grade and an individual grade. Both the class, as well as the teacher, will grade the assignment. Students will also grade their own participation as well as those in their group. The percentage grading will be as follows:

Group Grade

• By Class - 30%
• By Teacher - 70%

Individual Grade

• By Class - 25%
• By Teacher - 50%
• Group Self Evaluation Grade - 25%

The teacher should discuss in advance with the class how the grading will work and what percentage of the student’s grade is based upon the whole group and what percentage is on their individual section of the project.

It is also recommended that if time permits the class be involved in the creation of the rubric. This is always an enlightening experience for students.

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