Pearcy / Mark Best Practices in Social Studies Assessment

1. Auflage 2017
ISBN: 978-1-68123-763-3
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 153 Seiten

The importance of social studies assessment is beyond question. The National Council of the Social Studies’ C3 Framework recognizes the importance of high?quality assessments—its major objective, a “deep understanding of the sociocultural world,” has as its underpinning the idea that students must be able to investigate the world, and that teachers much be able to assess their understanding of it. However, there is a comparative dearth of research that focuses on effective social studies assessment, particularly with regard to the impact of teacher practice on the development of best practices. Such research is vital to moving social studies away from an emphasis on testing and more towards using assessment as a means of educating our students.

In Best Practices of Social Studies Assessment, we focus on an essential question: what is an "effective" assessment? Helping teachers develop practical, creative, curriculum?appropriate strategies is essential, especially in an era in which teachers are faced with the dilemma of creating inquiry?based assessments in the midst of preexisting regimes of standardized summative assessments. In this volume, research conducted between university professors and working teachers is described, focusing on innovative assessment practices. These practices include role?playing activities depicting historical events; Socratic seminars revolving around public policy issues; collaborative student projects on a wide range of social inquiries, including the implementation of UN programs; and the promotion of critical thinking and writing skills, on subjects as diverse as school violence and the impact of imperialism.

These adaptive assessments highlight the essential role of the teacher in creating assessments that blend higher?order critical thinking, complex content knowledge, and an understanding of their own students. The strategies described in this volume focus on the ability of expert educators to “[acknowledge] the structures, power, and consequences of high?stakes testing regimes while simultaneously designing and sustaining classroom assessment methods that embody the social?participatory nature of learning and reflect research on effective practice” (p. 289). The volume also describes the shared characteristics of the teachers who created these assessments, especially their emphasis on self?reflection and student autonomy, as well as their professional willingness to take on challenges associated with performance?based assessments, even in the face of institutional pressures and external demands.

Autoren/Hrsg.

Pearcy, Mark

Pearcy,

Mark,

Inhaltsverzeichnis

1;Front Cover;1
2;Best Practices in Social Studies Assessment;2
2.1;A Volume in International Social Studies Forum: The Series;2
2.2;Series Editors:;2
2.3;Jeff Passe, The College of New Jersey Richard Diem, The University of Texas at San Antonio;2
3;CONTENTS;6
3.1;1. Introduction: Assessment in Social Studies Education;6
3.2;2. “Keeping it Real”: Assessing 21st Century Skills Through Performance-Based Assessment;6
3.3;3. Isn’t This Crazy?”: Engaging Learners Through Text-Based Assessments;6
3.4;4. “We’re All on a Journey”: An Authentic Stance Toward Project-Based Social Studies Assessment;6
3.5;5. “We All Pushed the Boundaries”: Social and Technological Assessment;6
3.6;6. “Anyone Can Learn”: Balancing Assessment, Feedback, and Experimentation;6
3.7;7. “Learning About the World is Much More Important”: Project-Based Learning as Core Assessment;6
3.8;8. “Taking Ownership of Their Learning”: Three Examples of Performance-Based Social Studies Assessment;6
3.9;9. Postscript: “There Is No Magic Bullet, But” … Lessons From the Assessments;7
3.10;International Social Studies Forum: The Series;3
3.11;Best Practices in Social Studies Assessment;4
3.11.1;Edited by;4
3.11.2;Mark Pearcy Rider University;4
3.11.2.1;Information Age Publishing, Inc.;4
3.11.2.2;Charlotte, North Carolina • www.infoagepub.com;4
3.12;CHAPTER 1;8
3.12.1;Introduction;8
3.12.1.1;Jeff Passe;8
3.12.1.2;The College of New Jersey;8
3.12.1.3;Amy Good and Amy Fitchett;8
3.12.1.4;University of North Carolina-Charlotte;8
3.12.1.5;WHAT IS THE PURPOSE OF ASSESSMENT?;8
3.12.1.5.1;The Problem With High-Stakes Social Studies Assessment;9
3.12.1.6;COMMON CORE AND PERFORMANCE ASSESSMENT;10
3.12.1.7;AUTHENTIC ASSESSMENT IN SOCIAL STUDIES;11
3.12.1.7.1;Alternative Approaches and Their Use of Assessment;12
3.12.1.8;ASSESSMENT WITHIN UNDERSTANDING BY DESIGN;13
3.12.1.9;SUMMARY OF RESEARCH ON ASSESSMENT IN SOCIAL STUDIES;14
3.12.1.10;REFERENCES;14
3.12.2;Table 2.1. Twenty-First Century Skills;22
3.13;CHAPTER 2;16
3.13.1;“Keeping it Real”;16
3.13.1.1;Greer Burroughs;16
3.13.1.2;Rutgers University;16
3.13.1.3;Katelynn Dickstein;16
3.13.1.4;Moorestown Township Public Schools;16
3.13.1.5;THE RESEARCH GOALS;18
3.13.1.5.1;How It All Began—Collaboration Between Districts;19
3.13.1.5.2;Next Steps—Implementation at William Allen Middle School;21
3.13.1.6;THE PROJECT GOALS;21
3.13.1.7;THE PROJECT;22
3.13.1.7.1;How Well Does the Project Address the 21st Century Competency Goals?;24
3.13.1.8;PREPARING THE STUDENTS;24
3.13.1.9;BENEFITS OF THE END-OF-YEAR ASSESSMENT;30
3.13.1.9.1;What Makes All This Work?;32
3.13.1.10;REFERENCE;33
3.13.1.11;APPENDIX: SAMPLE OF STUDENT PAMPHLETS;34
3.13.2;Table 2.2. Practical Problem Solver Rubric;25
3.13.3;Table 2.3. Effective Communicator Rubric;27
3.14;CHAPTER 3;38
3.14.1;“Isn’t This Crazy?”;38
3.14.1.1;Jonathan Ryan Davis;38
3.14.1.2;The College of New Jersey;38
3.14.1.3;Heather Rippeteau;38
3.14.1.4;Manhattan Hunter Science High School;38
3.14.1.4.1;1. Why are Europeans in this region?;42
3.14.1.4.2;2. What is the experience of imperialized people in this region?;42
3.14.1.4.3;3. What information does the textbook give us about imperialism in this region?;42
3.14.1.4.4;4. How are the views presented in the primary sources different from the textbook, if at all?;42
3.14.1.5;Acknowledgments;47
3.14.1.6;References;47
3.14.1.7;APPENDIX;47
3.14.1.7.1;Imperialism Argument;47
3.14.1.7.2;Imperialism Argumentative Essay;47
3.14.1.7.3;Imperialism Argumentative Essay Rubric;49
3.14.1.7.4;Historical Background and Causes of Imperialism;51
3.14.1.7.5;Evidence Collection;55
3.14.1.7.6;Africa;56
3.14.1.7.7;Evidence Collection;58
3.14.1.7.8;India;59
3.14.1.7.9;Evidence Collection;61
3.14.1.7.10;The Middle East;62
3.14.1.7.11;Evidence Collection;63
3.14.1.7.12;China, Vietnam, and Southeast Asia;64
3.14.1.7.13;Evidence Collection;67
3.14.1.7.14;Japan;68
3.14.1.7.15;Evidence Collection;71
3.14.1.7.16;Sample Pacing Calendar for the Imperialism Argument;72
3.14.2;Table 4.1. An Analytic Rubric for Collaborative Skills;86
3.15;CHAPTER 4;80
3.15.1;“We’re All On a Journey”;80
3.15.1.1;Mark Pearcy;80
3.15.1.2;Rider University;80
3.15.1.3;Chris Bond;80
3.15.1.4;West Windsor-Plainsboro School District;80
3.15.1.5;Project-Based Assessment;83
3.15.1.6;References;89
3.15.2;Table 4.2 Rubric for “Enlightenment Salon” Project’s Socratic Seminar;87
3.15.2.1;Figure 5.1. An image from the Portal 2 tutorial video.;96
3.16;CHAPTER 5;90
3.16.1;“We All Pushed the Boundaries”;90
3.16.1.1;James Daly;90
3.16.1.2;Seton Hall University;90
3.16.1.3;Michael Catelli;90
3.16.1.4;Somerset Hills Regional School District;90
3.16.1.5;The Goals of the Assessment;91
3.16.1.6;Why These Goals?;92
3.16.1.7;The Presentation: A Final Goal;94
3.16.1.8;Developing the Unit;94
3.16.1.9;The Process;94
3.16.1.10;Ongoing Assessment;97
3.16.1.11;Concluding Assessment;98
3.16.1.12;Reflections;99
3.16.1.13;References;100
3.17;CHAPTER 6;102
3.17.1;“Anyone Can Learn”;102
3.17.1.1;Mark Pearcy;102
3.17.1.2;Rider University;102
3.17.1.3;Laura Bond;102
3.17.1.4;West Windsor-Plainsboro School District;102
3.17.1.5;References;109
3.17.1.6;Appendix: Balancing Assessment, Feedback, and Experimentation;110
3.17.1.6.1;“Crisis in Syria” Scenario, Laura Bond, West-Windsor Plainsboro High School South;110
3.17.1.6.2;CHINOOK #67 & #34 DOWN IN CRISIS IN HOMS, SYRIA;110
3.17.2;Table 6.1. An Analytic Rubric for Oral Arguments;106
3.17.3;Table 6.1. (Continued);107
3.17.4;Table 6.2. Middle School Standards-Based Grading Rubric;108
3.17.4.1;Figure 7.1. Examples of students “Great Depression Museum” presentations;117
3.18;CHAPTER 7;114
3.18.1;“Learning About the World Is Much More Important”;114
3.18.1.1;Jiwon Kim;114
3.18.1.2;Monmouth University;114
3.18.1.3;Meredith Riddle;114
3.18.1.4;Long Branch School District;114
3.18.1.5;The assessment: “The Great Depression Museum”;115
3.18.1.6;Description of the Context/Setting of the Assessment;116
3.18.1.7;Is The Assessment Effective?;119
3.18.1.8;References;121
3.18.1.9;Appendix;122
3.18.1.9.1;Meredith Riddle’s “Great Depression Museum” Presentation Rubric;122
3.18.1.9.2;Grading Rubrics for Papers Accompanying “Great Depression Museum”;123
3.18.1.9.2.1;Figure 8.1. Images from the Slavery and Abolition Museum Project template, David Allocco.;130
3.19;CHAPTER 8;124
3.19.1;“Taking Ownership of Their Learning”;124
3.19.1.1;Fred Cotterell;124
3.19.1.2;Montclair State University;124
3.19.1.3;Kathleen McCort and Krista Provost;124
3.19.1.4;West Milford Public School District;124
3.19.1.5;David Allocco;124
3.19.1.6;Paramus Public Schools;124
3.19.1.7;What Constitutes Meaningful Assessment?;125
3.19.1.8;Kathleen McCort—“European Salon Addresses School Violence”;126
3.19.1.9;Krista Provost—“The Philadelphia Convention of 1787”;128
3.19.1.10;David Allocco—“The Slavery and Abolition Museum”;130
3.19.1.11;Shared Elements of Three Performance-Based Assessments;132
3.19.1.12;References;133
3.19.1.12.1;Figure 8.2. Student samples from the Virtual Slavery and Abolition Museum.;132
3.20;CHAPTER 9;134
3.20.1;There Is No Magic Bullet, But … Lessons From the Assessments;134
3.20.1.1;Greer Burroughs;134
3.20.1.2;The College of New Jersey;134
3.20.1.3;Lessons Learned;135
3.20.1.4;Part A: Common Characteristics of the Teachers;136
3.20.1.4.1;Lesson 1: Valuing Reflection and Taking Risks;136
3.20.1.4.2;Lesson 2: Students Need Autonomy;137
3.20.1.4.3;Lesson 3: Feedback and Scaffolding Are Integral to Student Learning;139
3.20.1.4.4;Lesson 4: Teachers Must be Willing To Take On Challenges;140
3.20.1.5;Part B: Common Principles of the Assessments;141
3.20.1.5.1;Lesson 1: Assessments Should Be Student Centered;141
3.20.1.5.2;Lesson 2: Students Should Have a Choice (And a Voice);142
3.20.1.5.3;Lesson 3: Assessments Are Opportunities for Differentiation;142
3.20.1.5.4;Lesson 4: Real-World Connections Are Vital;143
3.20.1.5.5;Lesson 5: Students Collaborate With Students (And With Teachers);144
3.20.1.5.6;Lesson 6: Assessments Are Flexible but Structured;144
3.20.1.5.7;Lesson 7: Assessments Power Instruction (And Vice-Versa);145
3.20.1.6;Is It Worth The Effort?;146
3.20.1.6.1;Taking Perspective;148
3.20.1.6.2;Collaboration and Compromise;149
3.20.1.6.3;All Are Valued;149
3.20.1.6.4;There Is No Magic Bullet, But …;150
3.20.1.7;References;151
3.20.2;About the Contributors;152
3.20.2.1;ABOUT THE EDITOR;152
3.20.2.2;ABOUT THE AUTHORS;152
3.21;Back Cover;158