Assessment+Tools

Assessment Tools

Assessment Tool for 45 minute lesson: [|Graphic Organizer]for students to keep notes, make connections to the text and create set design ideas.

Assessment Tool for Written Set Design Project Proposal:

On day 6 and 7 of the project, students will create a written proposal for their project. [|Set Design Project Proposal] This proposal will be peer reviewed and then submitted to the drama teacher for approval. The drama teacher will discuss with students real world situations that could make the set design proposal successful or unsuccessful. Students can make changes based on her suggestions before beginning their project. Below is a template that students will fill out to complete their proposal. (Proposals written for actual real world projects are anywhere from 30-100 pages long and the written language used would be above a seventh grade students potential. Therefore, we have created a proposal template that can be completed by seventh graders and has similar aspects to a real world project proposal).

Assessment Tool for Scene Project:

Written Component: 6 points ||~ Good 8 points ||~ Outstanding 10 points || understanding of the play and the time period. ||
 * ~ Expectations: ||~ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Needs to be Improved
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Format || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">No paragraphs, heading is missing, there is no format to the paper, font is off, font size is wrong. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Not all writing is organized into proper paragraphs, heading may be a bit off, paper is formatted, but not to MLA || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work is organized into proper paragraphs, uses correct heading, following appropriate MLA formatting ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student makes an attempt to discuss why he/ she opted to include things in the set design, but references to the play and research are incomplete or lacking. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student discusses why he/ she opted to include certain things in the set design. There are a few references to the play/ film and a few references to the research. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student makes it clear why he/ she opted to include objects and pieces in the set design. Makes references back to the play/ film with stage directions and makes references back to the research completed. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Organization/ Mechanics || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Essay is not organized, errors are present, writing is difficult to follow. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The essay is fairly organized, not many errors are present, the writing is somewhat coherent. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The essay is organized, contains no errors and is fully polished. Ideas are coherent and easily understood. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research and Play/ Film References || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There are two or fewer references to the play/film and two or fewer references to the research explaining the choices made for set design. The references are not logical and explanation does not defend choices. Student fails to demonstrate understanding of the play and the time period. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There are three or four references to the play/film and three or four references to the research explaining the choices made for the set design. The references make sense, but more explanation may be needed. Student somewhat demonstrates understanding of the play and the time period. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There are at least five references to the play/ film and five references to the research explaining and supporting the choices made for set design. The references made are appropriate and logical and explained thoroughly. Student demonstrates
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Play/ film references - student should ensure that there are at least three references made to one medium of Fiddler and the other two to the other medium of Fiddler. For example: Tom made three references to the Fiddler play and the other two were from the Fiddler film. ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment Explanation: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This Written Component Assessment is designed to ensure that students think about, analyze and apply the research completed on the Russian Revolution, combined with the reading of the Fiddler on the Roof and the film version of the play Fiddler on the Roof, in order explain their creation of an accurate set design for a scene in Fiddler on the Roof. The main standard the written component of this project hopes to meet is Common Core Standard for English/ Language Arts: W-09 – Draw information from literary or informational texts to support analysis, reflection and research. Students will be writing about their research on the Russian Revolution and how their research furthered their understanding of the time period and helped them create a scene that is authentic to the time period and to the play. This assessment also asks students to explain in writing the choices they made in their set design and asks them to support their choices by referencing research and the play and/or film Fiddler on the Roof. This assessment is asking students to articulate what they’ve learned and how they’ve translated their understanding it into a model set for Fiddler on the Roof.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment Tool for Overall Project: Research, Set Design and Presentation of Set Creation

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">6 points || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Good <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">8 points || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Outstanding <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">10 points ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Qualities & Criteria || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Needs to be improved
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set Creation Research || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students consulted less than three sources regarding set design.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer of research is missing key elements and information.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research is not adequate to get an understanding of set design and how it can affect the mood/feelings in a play. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students consulted three to five resources regarding set design.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer of research is mostly complete with key information and elements.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research findings adequately explain set design and it’s connection to the mood of a play. More research could be done to gain a full understanding of set design. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students consulted more than five resources regarding set design.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer is complete and contains all key information and elements. Students added extra notes to organizer as needed.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research completely explains the connections between set design and mood. No additional research is necessary. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Russian Revolution Research || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students consulted less than three sources regarding the Russian Revolution.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer of research is missing key elements and information.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research is not adequate to get an understanding of the Russian Revolution as a historical period and the feelings people had during that period. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students consulted between three and five sources regarding the Russian Revolution.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer of research is mostly complete with key information and elements.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research findings adequately explain the Russian Revolution and the overall feelings during that period of time. More research could be done to gain a better understanding of the Russian Revolution. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students consulted more than five resources regarding the Russian revolution.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer is complete and contains all key information and elements. Students added extra notes to organizer as needed.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research completely explains the mood/feelings experienced during the Russian Revolution. No additional research is necessary. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set Design and Execution || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set design is not well constructed and sloppy.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set does not represent historical period accurately.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set does not accurately add to the feelings represented in “Fiddler on the Roof” or found in research regarding the Russian Revolution. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set is well constructed.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set accurately represents historical period.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set helps communicate the feelings/mood portrayed in “Fiddler on the Roof” or found in research about the Russian Revolution. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set is outstanding and precise. No needed improvement.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set goes beyond expectations to accurately portray historical period.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Set communicates the feelings/mood portrayed in “Fiddler on the Roof” and found in research about the Russian Revolution. Students go above and beyond to incorporate their research findings. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presentation || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Group members did not create a presentation for the audience or is lacking any organization.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Little to no key information is presented.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Not all members of the group participate in presentation. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Group members created presentation that is missing some key elements and information about set design or the Russian Revolution.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presentation is lacking good organization.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Members do not share equal parts of the presentation. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Group members created a well-organized presentation.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presentation accurately represents the research findings about the Russian revolution and set design.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Members share equal parts of the presentation. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Group Work || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Members of group did not work together, leaving one or two people to do most of the work. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All members of the group participated in research, set construction and presentation. || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All members of the group went above and beyond to participate equally in all aspects of the project. ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Project Assessment Tool Explanation:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The project assessment tool is created to ensure that students accurately use, participate in and execute all aspects of this project. The project encompasses a lot of different components including note taking, research, organization, group work, making text and real-world connections, etc. The main focus of the project is standard W-9: “Draw information from literary or informational texts to support analysis, reflection and research”, with a strong emphasis on standard R-7: “Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film)” and standard R-3: “Analyze the interactions between individuals, events, and ideas in a text”.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The entirety of the project should convey how students analyzed and compared and contrasted the film version and text version of “Fiddler on the Roof.” In addition, students should show understanding of set design and the feelings/mood of the Russian Revolution. The final project should encompass all elements of the project and convey the students understanding of all three focus standards.