Assessment – People Live in Places

 Assessment Plan

Tuning In

• Revise the content of the unit. Refer to maps, diagrams and retrieval charts made that demonstrate the student’s prior learning. Provide the students with opportunities to describe and explain places that are special to them and why.

Teacher Instruction

• Project the People Live in Places Assessment assessment on the board and read through each activity. Answer any questions the students may have. Provide each student with their own copy of the assessment.

Guided/Independent Learning

• Allow the students to independently work through the assessment; identifying special places, who uses them and how they are to be cared for. As the students are completing the task, provide support by referring them to the special places identified in the tuning in phase.

Wrapping Up

• Once the students have completed the assessment, allow them to share their learning with a partner. Encourage more confident students to explain why their partner’s place is special.
• Collect the worksheets in order to assess each student’s understanding of the unit objectives.

 Differentiation

Extending Students

• Encourage more capable students to write about how they would feel if they could no longer access this place.

Supporting Students

• Encourage less confident students to think of a place they frequent often, such as home or school.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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