Using think-sheets to assess knowledge of an important... BELIEF, ATTITUDE, or PERCEPTION

Transcription

1 Assessment Home Lesson Plan Home Using think-sheets to assess knowledge of an important... BELIEF, ATTITUDE, or PERCEPTION For example, assessing students understanding about Social studies example: Antiracism Science example: Nialistic Language arts/literature example: Ethics of plagiarism Sample rubric Depth & Breadth of Understanding Statement of importance Precise, captures essence of importance of the belief, attitude, or perception Imprecise, describes place, but statement does not summarize importance. Description / characterization of belief, attitude, or perception Precise, multiple adjectives used that Few adjectives used; some are not appropriately characterize the belief; appropriately used to describe the place; contrasts the belief with another to help define Either does not contrast the belief with another the belief in question. to help define belief in question or uses erroneous or superficial information when doing so. Contextual understanding of belief Information is included that clearly indicates knowledge of the belief and how the belief positively or negatively impacts the world. Overall understanding Accurate information with many connections evident.; clear, in-depth understanding of why the belief is significant. Appearance Neat handwriting, free of spelling errors Little information provided that indicates knowledge of how the belief, attitude, or perception impacts the world; Much of the information is erroneous; few connections to other ideas; superficial, surface level understanding of why the belief is significant. Sloppy, script is difficult to read; spelling errors

2 BELIEF concept table This think-sheet requires students to produce information that demonstrates they can describe the belief and ways the belief is transformed into action, and can identify factors that led to the belief, and why the belief is maintained. In addition, students must demonstrate that they understand the impact of the belief and can contrast the belief with another. For example, to assess students understanding of White Man s Burden from American History, you could provide a blank version of the Belief concept table and have them complete the graphic as their test. Community property Centralized planning of economy BELIEF Communism TOOL BOX basic features of the belief... The government is most important; the individual is least important capitalism disallowed little personal freedom or other basic rights Ways this belief is transformed into ACTIONS religion prohibited farm collectives 2 huge communist counties - USSR & Peoples Republic of China no freedom of press Key things LEADING to the belief monarchy with wealth and power centered with a very few individuals workers abused, under paid, many starving massive discontent with lack of opportunity, lack of rights, lack of value for common man Key things MAINTAINING (or reinforcing) the belief communists schools would indoctrinate children to value communism murder or imprison intellectuals & anyone who spoke against this form of government control the press, so control information that citizens receive about what is happening around them IMPACT (or results) of the belief development of police states paranoia still a situation where wealth and power centered with a few at the top dictatorships bad economy cold war citizens have few choices, rights CONTRASTING belief Constitutional representative democracy Laws are made and enforced by representatives of the people Focus on protecting individual rights Capitalism Balance of powers Executive, Judicial, Legislative 2001 Masterminds, LLC graphicorganizers.com Hierarchic webs, frames, or boxes This think-sheet requires students to produce information that demonstrates they can identify the main ideas associated with the belief, and specific details of each.

3 Specific tips Generally, less sophisticated learners will likely demonstrate greater depth of knowledge if you partially structure the assessment by listing at least some of the main ideas that you wish them to address. Encourage students to use linking words or phrases on the lines that connect ideas. Linking words specify the connection and are usually either verb phrases or subordinating conjunctions. Examples of linking words include - Because - Since - Caused - Resulted in - Composed of these parts - Traveled to Compare/contrast frames This think-sheet requires students to compare the characteristics of the significant belief with another and draw conclusions about them. Specific tips Less sophisticated students will likely demonstrate greater depth of knowledge if you partially structure the comparison by listing some or all of the main-ideas-of-comparison. This about comparing.. Categories Status of a fetus Right-to-life Differences Right-to-choose Differences When life begins Mitigating circumstances (rape, incest, etc.) Parental consent So what? What is important to understand about this? 2001 Masterminds, LLC graphicorganizers.com

4 Leaving blank at least one or two of the main-ideas-of-comparison allows students the opportunity to generate other ideas, and thus think and demonstrate understanding beyond the parameters you have established. For sophisticated learners, you might not list any of the specific main-ideasof-comparison. ASN (Always, Sometimes, Never) Frame Students might be required to list on the ASN frame features of an place that are always present, features that sometimes, but not always, are present, as well as features that would never be associated with the belief in question Masterminds Topic Creationism is about... TOOL BOX Characteristics always associated with creationism beliefs CHARACTERISTICS OF THIS BELIEF Characteristics sometimes associated with creationism beliefs Characteristics never associated with creationism beliefs Always occur Sometimes occur, sometimes not Never occur So what? What is important to understand about this?

5 RELATE table This think-sheet requires students to produce information that demonstrates they can identify the gist and essential features of a belief, as well as evaluate it in terms of (a) whether this belief is valuable to our society and (b) how society facilitates or impedes the occurrence of the belief. RELATE to real-world Reveal the key features 2001 Masterminds, LLC believing something about somebody that is not based on facts Effects your actions Effects how you view the person Often hurts the person Evaluate its value Why this idea SHOULD be part of today s world Reasoning Why this idea should NOT be part of today s world Always results in LOST OPPORTUNITIES Prejudice teacher doesn t expect as much, so doesn t teach as well Prejudice student closes mind, so doesn t learn as much List examples Example from lesson Making African Americans ride in the back of the bus (Ala) Not allowing them to eat at Woolworths (NC) Real-world example Favoring physically attractive people- Good looking people get better jobs & more opportunity -- Ways it has been PROMOTED Ways it has been PREVENTED This idea is like... Affirmative action quotas-- person will get job because of race, so prejudice increases Celebrating diversity puts emphasis on differences rather than on shared qualities...trying to ride a bike with two flat tires -- you can never go fast because something is holding you back. Explain an experience or knowledge connection One of my teachers was a lot nicer to rich kids, and a lot meaner to poor kids. We can live in whatever neighborhood we want to.

6 Phenomena maps Phenomena maps can be used to depict essential information about beliefs. For example, to assess students understanding of the separate but equal belief associated with segregation phenomena, students might be asked to complete the Data Bending phenomena map in lieu of a traditional test in social studies class. Key Topic Separate-but-equal Doctrine is about... How some people reacted to information that didn t support their ideas about how to educate children of different races Existing Belief 1950 Separate-but-equal is the best way to educate white and black children. Schools are equally funded & quality is the same Better to keep the races separate (less conflict) Not a good idea for races to intermingle New data should cause belief to change to... Integration is best way to education children of different races New Data Schools were not equal in any sense of the word (funding, quality of teachers, learning opportunities for students) Poor education results in lessened ability to compete Separation resulted in lowered self-concepts of blacks Ways to bend data... * Ignoring parts that don t fit * Selecting parts that do fit * Creating new data that fits * Discounting/rationalizing Bent Data (to fit existing belief) * Ignored much of the real data * Discounted psychological research studies * Made-up data to justify the existing practice BIG IDEA (What is important to understand about this?) Helps ensure equal opportunity Develops cultural respect & values Puts the emphasis on the child, not the child s race If you don t want to change your mind about something, you won t let reality get in your way! 2001 Masterminds, LLC graphicorganizers.com

7 As another example, the Double standard phenomena map might be completed by students to assess their understanding about legal issues such as right to privacy. Double Standard Phenomena Map 2001 Masterminds, LLC graphicorganizers.com Issue or circumstances Right to Privacy Should... Person, group or class Students right to privacy (school lockers) Standard School officials have a right to open and search students lockers without permission & without a search warrant (court order), but must have a reason for searching None Exceptions Probable Origins /Reasoning Person, group or class Parents right to privacy (homes)...be treated the same? Standard Law enforcement officials DO NOT have a right to open and search parents homes without permission & without a search warrant (court order). Exceptions Must show just cause for judge to issue search warrant Probable Origins /Reasoning Lockers are property of school, not students. School officials have a legal obligation to protect students from harm (drugs & weapons) Bill of Rights, US Constitution Due process of law Historical context - man s home is his castle (must protect from government abuses) BIG IDEA (What is important to understand about this?) There are limits to individual rights when the protection of groups is at stake. Government officials ability to violate individual rights is carefully regulated; due process must be followed. Assessment Home Lesson Plan Home