IV.

Assessment Tools (Pre-, Post, and Instructional)

Throughout the Roaring Twenties unit I used a variety of
assessments to check for understanding. This included a few
summative assessments, along with multiple formative assessments
throughout the unit. The formative assessments are an easy way to
assess students throughout the unit and provide me with valuable
information on whether they understand the material or not.
I began the unit with a multiple choice pre-test. The pre-test is
a great tool that allowed me to assess students learning and growth
from the beginning of the unit to the end. The pre-test focused on the
main ideas and goals that I hoped students would achieve once the
unit was completed. I used the pre-test results and compared them to
the posttest results to see what type of growth my students
experienced from the unit.
Throughout the unit I used a variety of formative assessments.
Formative assessments ranged from classroom discussions, debates,
quizzes, homework assignments, exit tickets, and quick writes.. We
had classroom discussions almost every day. The discussions allowed
me to see where students were at and it also allowed students to share
their knowledge and insight with their classmates. We discussed
during lectures, after readings, and throughout classroom activities.
This allowed students to assess where they were at in regards to
understanding the material, and it allowed me to assess students
learning. I administered one quiz during this unit. The quiz occurred in
the middle of the unit and acted as a halfway point check for
understanding. The quiz was administered through Kahoots, an online
quiz that students take through their phones, and students compete to
get the highest score. We had one debate during this unit. The debate
allowed me to see if students understood the concepts and were able
to connect it to modern day issues. I loved this assessment because
students were able to see the relevance of the content to their lives. It
was a lively debate and I was very pleased with the outcome. There
were three homework assignments. The assignments were to read and
take notes on various sections in the book. This homework acted as a
supplement to the lesson plans and I wanted students to strengthen
their knowledge at home. I also used exit tickets to check for
understanding. The exit ticket is just a question at the end of a lesson
plan that students write out an answer to. It really sums up the lesson
plan and brings everything we learned together. It is a great tool for
me because it allows me to see if students understood the content
from that day. Lastly, I used quick writes as a formative assessment
tool. I had students write out their thoughts on a specific issue in
paragraph form. I then had students read classmates quick write and

write comments about it. Students were asked to correct any

grammatical errors, comment on what they read, and leave any
additional thoughts on the issue. This was a great way for students to
peer assess each other.
Aforementioned, this unit involved two summative assessments.
One was a multiple-choice posttest and the other was a project that
students worked on throughout the unit. The posttest was parallel to
the pre-test and both had very similar questions. The project was
completed over the course of the unit. Each week students would
complete one mini-project that related to the content from that
week. Students were allowed to pick from a number of project choices,
and I guided them on what content would be covered for each project.
At the end of the unit students would have a total of three miniprojects. Students could work on the project with a partner, or
individually, so this allowed for collaboration among students.
More detailed information on assessments can be found in each
individual lesson plan. Each lesson plan includes at least one form of
assessment for me to see if the objective and goal of the lesson plan
was met. While it was difficult to come up with an assessment for each
day, it truly allowed me to understand if my lesson plans were effective
and if students were learning. I hope that as I continue my teaching
career I can become more creative in assessment tools and grow and
improve in this area of teaching.
Objective

Students
willuse
primaryand
secondary
sourcesto
make
inferences
aboutthe
natureof
American
society
beforeand
duringthe
Roaring

Pre
Tes
t

Red
Scar
e
deba
te
Yes

Isolationi
sm Quiz

Chapt
er
Notes

Exit
Tick
et

Quic Pos
k
tWrite Test
s

Portfoli
o
Project

Yes

Yes

Yes

Twenties.
Students
will
synthesize
whathas
beenlearned
about
technologica
linnovation,
cultural
changes,and
domestic
andforeign
policies
duringthe
1920s.
Students
will
understand
therootsof
theRed
Scareand
theeventsit
precipitated.
Students
willidentify
therootsof
isolationism
andthe
policies
associated
withit.
Students
willdiscuss
andanalyze
whatthe
restrictions
on
immigration
wereand
whythey
wereused.
Students

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

willbeable
tojudgethe
effectsof
the
technologica
ladvances
ofthetimes
andidentify
howthey
influenced
lifeinthe
1920s.
Students
Yes
willbeable
toanalyze
howmovies,
massmedia,
and
spectator
sports
influenced
popular
cultureand
setthestage
forlater
entertainme
ntinthe
United
States.
Students
willbeable
toevaluate
thedivisions
inAmerica
byanalyzing
primary
sourcesand
secondary
sourcesand
interpreting
graphsand
maps.

Yes

Yes

Yes

Yes

Yes

Yes