END+OF+UNIT+TEST

__** END OF UNIT TEST **__

//In lieu of traditional assessments (i.e. multiple choice tests), I am going to try out an idea for a __formative__ assessment after a unit has been completed. Parents - please read the steps below and help support your son/daughter in their understanding of what is expected. This is starting now with the end of our current unit.//

THE PACKET WITH LEARNING OBJECTIVES At the end of each unit, students will receive a packet copied from the state of NC education web site that shows the goals and learning objectives for that particular unit. Each objective is bullet-pointed and in **bold font.** The text below each objective is what educators have determined an eighth grader needs to know in science. Since I do not have a set of current textbooks that match the entire eighth grade curriculum, I thought I would print, copy and distribute these packets at the end of __each unit__. The packets will always be hole-punched for insert into 3-ring binders.

WHAT WE WILL DO WITH THESE PACKETS

1. THE POSTERS On another sheet of paper (handed out) are just a list of the objectives without the descriptions and details. This is the "objective sheet." The student's name will on top of this sheet of paper. In the first unit, hydrology, there are 25 learning objectives. Each student was assigned two to three learning objectives (circled). Students will make posters on 8x11 paper for each learning objective he/she was assigned. Students will find descriptions for each objective within the packet. Posters should be neat and have both text and diagrams explaining the concepts for that objective. I will provide rulers, circle templates, markers and colored pencils. I have a great deal of resources in the room and will assist students with ideas for diagrams as they make their posters. The objective must be stated on top of each objective with the student's name.

// ** After this first round I will upload some good examples of posters //

THE SEMINAR Next to the circled objectives are the letters "P" or "S." If there is a "P," the student will present that objective to the class in a seminar (using their poster as a guide). If there is an "S," the student will add to the information given by the primary presenter for that objective. A seminar is set up in a circle so most of the students can see each other as they present and contribute. (Seminar location will be the one-room schoolhouse or the ballroom, whatever is available). Once seated, numbers will be drawn randomly. If the students primary objective number is drawn, the student will go over his/her objective using the poster he/she created. Students will have clipboards and paper with the objectives and space in which to take notes as others are presenting. Once the primary presenter is finished presenting, the student with that particular number as an "S" (secondary) will add to the information presented by the first student.

FORMATIVE ASSESSMENT GRADE BASED ON THE FOLLOWING: 1. __Posters__ - neat, pertinent information, includes at least one sketch, lines drawn with ruler, objective written across the top. 2. __ Primary objective presentation __ - prepared, knowledgable, use of examples to explain content 3. __ Secondary objective contribution __ - added pertinent information not covered by primary presenter 4. __ Respectful listening and participation in seminar __ 5. __ Notes taken at seminar __ - handed in after seminar and returned the following day

CONCLUSION This is something I've done in the past, but not consistently. It truly has helped students who do not do well with summative testing (i.e. multiple choice, short answer, matching, etc.). Students are engaged with the topics, listening and contributing. I set this up so everyone can choose success. I understand that not every student is as neat as the other with creating posters, and not every student will present as thoroughly as the other. I will take all of these things into consideration. I will provide assistance to students with guiding questions if the need is there.

PARENTS - HOW CAN YOU HELP? Please go over this process and ensure that your son/daughter understands what is expected. 1. Good use of class time with minimal off-task 2. Use other resources in classroom (besides the packet) for information 3. Ask for help in finding information and relevant illustrations 4. Be respectful (quiet and attentive)during the seminar; points deducted for disruption 5. Be prepared and give it your very best when you present your objective to the class.