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50 min
Student Lesson
Lesson 34: Investigation 2 Assessment
Content
Students will demonstrate mastery of grade-level skills and concepts by applying their knowledge and critical thinking in a summative assessment environment.
Language
Students will interpret academic vocabulary and complex sentence structures within assessment stems to identify precise relationships between ideas.
How do different disciplines and traditions, including scientific inquiry and cultural knowledge, help us understand our relationship to the natural world?
Knowledge-Building:
N/A
Enduring Understanding:
N/A
Future Lessons:
Assessment results will inform differentiated small-group instruction in upcoming lessons.
Unit Performance Task:
Research-Based Multimedia Presentation
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | The teacher will establish the testing environment for students to take their assessment. |
Learning in Action40 Minutes | Students complete the assessment. The teacher actively monitors for engagement and technical "stuck points" with Technology-Enhanced Items (TEIs) like multi-select, sorting and sequencing. |
Look Back5 Minutes | Students will self-assess their ability to demonstrate the skills assessed. |
Material List
Unit 3: Investigation 2 Assessment
Highlighter
Pencil
Routines
No routines/protocols are used today
Establish the Testing Environment:
Say: Today you will demonstrate what you have learned during the first investigation of this unit. Your goal is to see how well you can apply your skills to new texts.
How to complete the TEI formats:
Multiple Choice (MC): For these items, choose the one answer that best matches the question. Read all four choices carefully before selecting your answer.
Fill-in-the-Blank (FITB): For these items, you will write the word you hear on the line provided. Listen carefully as the word is read, then used in a sentence, then repeated. Spell the word as accurately as you can.
Multiple Select (MS): "For these items, there is more than one correct answer. The question will usually tell you to 'Select two' or ask 'Which three statements...' If you only pick one, the item will not be fully correct."
Sorting/Matching: "You will see a list of details and two categories (Passage 1 and Passage 2). You must click and drag each detail into the correct box based on which author emphasized that point. Note: Some details might fit both, but choose the primary emphasis."
Sequencing/Ordering: "For the timeline or logical flow questions, you must drag the events into the correct chronological order as described in the text. Pay close attention to transition words like 'subsequently' or 'initially'."
Provide students with access to the Unit 3 Investigation 2 Assessment and walk them through the expectations.
During the assessment, look for:
TEI Troubleshooting: Watch for students who try to select only one choice in a Multiple Select item instead of selecting multiple options, or those who struggle to "drop" items in the Sorting task.
Pacing: Ensure students without extended time accommodations have moved on to Passage 2 by the halfway mark, as the comparison items at the end require knowledge of both texts.
Spelling Administration: For the spelling items, maintain a neutral pace and follow the administration sequence exactly: read the word, read the sentence, repeat the word, and pause for students to write.
Have students complete the Reflection after they have completed the assessment.
Reflection |
|---|
Which part of the assessment was most challenging? What is your next step for improving that skill? |