Assessment+1+and+2

​Assessment of Lesson #1 Indicator: b) Construct representations of passage of time, as related to the family (e.g., I was born, my siblings were born, family member moves away or into the home).

Assement tool: A checklist would be a useful tool to assess knowledge of this indicator. I would have a table that listed the students name. The first topic in the checklist would be, can the student explain that family pictures change because of time. The second topic would assess if the students can create a family picture book with the chronological order correct for 4 out 5 of the pictures.

Assessment before, during and after lessons: Before the lesson I will have to think about at least two different ways that I can accurately assess the students that connect with the indicator. During the lesson I am getting the students to explain to me their knowledge of how change and time are related. After the lesson, I will assess the other section of the assessment.

Assessment strategies reflect learner diversity: I believe that this checklist would be useful for all different learners because the students are showing their knowledge by explaining and through hands on work. If a student may have a difficult time explaining their thoughts, I will still be able to assess their knowledge by seeing the hands on work.

Assessment strategies are manageable within unit time frame: I would assess partly during class. This would be easy because the students are going to finish at different times making it easy to assess during class. Also, I can quickly flip through the pages of the family picture book to assess if they got 4 out of 5 in chronological order. This would not take a huge amount of time.

Assessment of Lesson #2 Indicator: a) Use concepts associated with medicine wheel teachings to examine relationships to family, community and environment. Inclusion of the traditional teaching that humans are a part of nature rather than apart from nature, and that the four directions of the medicine wheel correspond with the four colours of people and stages of life (e.g., north-white-adulthood, south-red-infancy and childhood, east-yellow-old age/death, and west-black-adolescence).

Assement tool: I would also use a checklist to assess this lesson too. I would assess the understanding of the medicine wheel by each group being able to label their own medicine wheels sections correctly 3 out of 4 times. I will also assess their dancing skills, did they follow the directions and dance with the class.

Assessment before, during and after lessons: Before the lesson begins I have to create a checklist that I can easily pull out during the lesson or after the lesson. During the lesson I will be observing the students work on their medicine wheel and I will also look around the room to see if they are following the steps of the Round Dance. After the lesson I will checkmark the students that labeled the medicine wheel sections correctly 3 out 4 times. Also, I will check the students that followed directions.

Assessment strategies reflect learner diversity: This lesson involves group work, for students that may need extra help from their peers. Also, assess their dancing will show me how their hand-eye coordination is etc.

Assessment strategies are manageable within unit time frame: The checklist would be the fastest way to assess this lesson and probably the most effective way to show the students knowledge.