Project 1 You are to create an original assessment based on the information presented in this course about the Kent State shooting of May 14, 1970. Your a

Project 1 You are to create an original assessment based on the information presented in this course about the Kent State shooting of May 14, 1970. Your a

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Project 1 You are to create an original assessment based on the information presented in this course about the Kent State shooting of May 14, 1970. Your assessment will consist of multiple-choice questions, constructed-response questions, and essay with rubric.  Complete instructions are located in the Appendix. Grading is via checklist and rubric.

Project 1: Kent State Shooting Assessment (200 points)

Your assignment is to carefully study the indicated resources and create two original assessments designed to evaluate student comprehension and understanding of the issues presented in these materials and how they relate to today’s issues.

Required Source Documents
· Song: Ohio by Crosby, Stills, Nash, & Young (1970).

· Newsweek Archived Article
http://www.newsweek.com/my

god

theyre

killing

us

our

1970

coverage

kent

state

328108

·
http://www.history.com/topics/kent

state

shooting

·
http://www.ohiohistorycentral.org/w/Kent_State_Shootings

Assessment 1: Traditional Test

Using the materials above, create an assessment suitable for use as an end-of-unit test. Your assessment will consist of a mixture of multiple-choice and constructed-response items. Include point distribution (i.e., how many points each item is worth) for each section. This test is to be completely your original work – you are not permitted to find and adapt from other sources any test questions to use in your project. Sources to help you with this assignment include the articles “Test Taxonomy” and “Assembling the Test” found in Canvas, plus any other review articles on how to construct good tests you might consult.

Multiple-Choice section:

· Number of items: 10
· Bloom’s Taxonomy: Each of the 6 levels discussed in the article “Test Taxonomy” must be assessed by at least one item.
· No more than two Lower-Order questions (Knowledge and/or Comprehension) can be utilized.
· Answer key provided
· Indicate the correct answer
· Identify the specific part of the specific standard each item is addressing
· Label each item as to type
· LR – lower recall or LU – lower understanding (no more than two)
· HAP – higher application; HAN – higher analysis; HE – higher evaluate; HC – higher create (at least one of each)
· Example: RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says . . . HAN.

Constructed-Response section:
· Number of item: 5
· Targeted DOK levels: 2 and 3
· Each question must require students taking the test to consult with and reference/cite information from two sources in order to be successful.
o Answer key provided
· Indicate a suggested correct answer
· Identify the specific part of the specific standard each question is addressing
· Label each question as to type
• HAP – higher application; HAN – higher analysis; HE – higher evaluate; HC – higher create (at least one of each)
· Example: RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says . . . HAN.

Assessment 2: Essay Test

Using the materials above, create an assessment suitable for use as an end-of-unit test. Your assessment will consist of one comprehensive prompt concerning a specific aspect, theme or connection with the Kent State shooting. You are also required to create an analytic scoring rubric for your essay. The test and rubric are to be completely your original work: you are not permitted to find and adapt assessment items from other sources, including rubric-generating websites and/or any published essay prompts or rubrics to use in your project. One good website on creating strong rubrics is
http://www.assessmentforlearning.edu.au/professional_learning/success_criteria_and_rub

rics/success_design_rubrics.html

Essay section

· Number of prompts: 1
· Targeted DOK level: 3 and/or 4
· Students taking the test must be required to consult and reference all 4 sources in order to achieve a proficient or advanced rating on the rubric.
· To help assess the connections students make between events of 1970 and today, you are allowed to add 2 credible sources to your assessment.
· Provide scoring rubric. Be sure the point values for each criterion are included in the rubric (see the rubrics in this course for an example). Be sure that 80% of the points in your rubric address content comprehension and analysis as directed by your identified standards and not surface issues such as mechanics, grammar, typing, etc.

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