Jumping Ahead! --> Quiz Time!

 

"Quiz time?! Wait a minute, didn't we skip a couple of steps?" The answer is yes, very many steps. 

"So then," you might be asking, "why are you already assigning an assessment? I mean, you haven't even designed a lesson!" Right again! Well--at least about one thing. I have, in fact, not designed a lesson, but I am not assigning a quiz... at least, not yet. 

The reason I have created this quiz, or rather, summative assessment, is this: now that I know my content, I need to determine what my ultimate "learning goal" is (T C, 2017). If I decided not to take this critical step, I would not actually know what I need to teach in order for my students to demonstrate content mastery. So I've created this fun and interactive quiz/test/assessment to be given at the end of the mini-unit in order to design the rest of the unit. This will not only make it much easier for me to plan, but it will give my students something concrete to work towards. This Google quiz that will function as a summative assessment for students to demonstrate and apply their knowledge. Students will first read an excerpt that is full of imagery and will then analyze the use of imagery, diction, and tone throughout the passage by answering a series of questions. While most of the quiz is some variation of multiple choice and free response, one question allows students to upload a picture that depicts the imagery in the passage, not unlike a planned assignment. The assessment culminates in series of free response questions in which students will write two short paragraphs and two longer paragraphs that will allow them to process and analyze the author's choices.

If you are interested in seeing the assessment (or trying it out yourself 😉), click on the image at the top of this post. Let me know what you think!

Reference

T C. (2017, November 7). Introduction to backward design [Video]. YouTube. https://youtu.be/dLKq_rCuSkw?feature=shared