Reference no: EM133922940

Explore the resources regarding rubrics, performance assessments, authentic assessments, and project based learning.

Determine a thematic sequence of lessons or unit that will be assessed via performance or authentic assessment. Examples include research projects, performances, interviews, oral presentations, multimedia presentations, project-based learning, and more.  Get online assignment help-AI & plagiarism-free-now!

Using your state or school learning standards, determine the learning objectives and outcomes for the project or presentation (i.e., what will students know or be able to do by the end of the unit or sequence of lessons).

Design a holistic, analytic, or single-point rubric to assess your students in their learning. Your rubric should be aligned with the learning objectives for the project.
Submit a brief overview of the unit or sequence of lessons, including the standards and objectives that will be addressed, and your rubric, on a Google Doc.
Share your document with your cohort in the discussion forum and leave feedback on the rubrics of at least two peers, helping ensure that the rubric is aligned with the learning objectives, uses student-friendly parallel language, and is appropriately challenging but achievable.
After getting feedback from your peers and instructor, prepare for and teach the unit or sequence of lessons, using the rubric formatively with your student, and guide them to self- and peer-assess as part of the learning process. Use the rubric for the summative assessment and give feedback to students on their performance or achievement.

Project overview, learning standards, learning objectives, and assessment rubric of a unit or sequence of lessons (centered around a theme) that will culminate in a performance or authentic assessment
Method Subject: Social Studies

As per your certification area, when designing your project description and authentic or performance assessment rubric, address the following:

Select the learning standards and learning objectives for the project or sequence of lessons, centering your project or sequence of lessons on civic and civic life.
Include formative assessments that will guide your instruction as students move through the project or sequence of lessons.
Ensure disciplinary knowledge, inquiry, and forms of representation for civic competence are integral parts of the project or sequence of lessons.
Use feedback from your cohort, mentor, school leaders, and Clinical instructor to improve your project.
During implementation, collect evidence of student performance, and be prepared to demonstrate what teaching strategies and materials you used to support student success.