MaryamAssessmentTimeline

Samples of unit [|assessment timeline].
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.


 * **Lesson Number** || **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Value** ||
 * 1 || Discussion || Participation in the discussion about what students recall about mercantilism, older imperialism justifications for conquest. || formative || 20 ||
 * 1 || journal || split screen analysis of sources that reveal causes, inverted triangle to check if they have understood the precipitants, preconditions and triggers || formative || 20 ||
 * 1 || Interpretation/Timeline || Illustrator: Explain key causes of late 19th c. imperialism, compare to earlier imperialism || summative || 100 ||
 * 2 || Verbal Conferences || Student interpretations of imperialism through the eyes of Marlow, Kurtz, Rushdie, Kipling, Ghandi, Chamberlain, Macaulay, Fanon || formative || N/A ||
 * 2 || final cut movie || Interpretation of imperialism through the eyes of i.e. Marlow, Kurtz, Rushdie, Kipling, Ghandi, Macaulay, Chamberlain || summative || 100 ||
 * 3 || Chalk Talk, Verbal conferences || Chalk talk to assess for understanding of key effects. Students will receive feedback on visual aids that demonstrate method of rule, indigenous reactions and imperialist rivalries. || summative || 20 ||
 * 3 || Photoshop || imagine indigenous reactions and imperialist rule || formative || 100 ||
 * 4 || verbal conferences || student representations of key players perspectives || summative || 20 ||
 * 4 || Wiki Discussion || Discuss it from the viewpoints of i.e. Kipling, Rushdie, Conrad || formative || 100 ||
 * 5 || Exit Ticket || Exit ticket to show their position and how they will tackle counterpositions. Students will recieve feedback on deliberation and discussion || summative || 20 ||
 * 5 || Debategraph || Debate / deliberate the legacy of imperialism, is it over? || formative || 100 ||
 * 6 || Timeline & gallery walk || Students will recieve feedback on deconstruction and reconstruction of identities in their timeline through a gallery walk || summative || 20 ||
 * 6 || blog || make sense of transnational immigrants and postcolonial identities || formative || 100 ||