When students enter the room, there is a manila envelope and a multiple-choice bubble sheet on the desk. Directions are posted on the board:
1. Put your name and topic on the envelope.
2. Please assemble all parts of your paper (as per the
3. Turn completed envelope in to me.
4. Fill out your bubble sheet:
NAME: Your name goes here
SUBJECT: Enlightenment A or B and Test Number
DATE: 11/1/13 PERIOD: Your class goes here.
After the bell, I welcome students and introduce the test; going through these directions orally as well, in order to ensure students have both read and seen the directions, and meet the needs of the visual and auditory learners.
The completed paper assess students' ability to conduct a sustained research projects to solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject (W.9-10.7), all in order to write an argument to support claims in analysis of their topics, using valid reasoning and relevant and sufficient evidence (W.9-10.1). Once papers are graded and returned, students will be given an opportunity to rewrite and refine their papers if they so choose (see unit: Persuasive Writing: Research and Rhetorical Skills).
Once all of the papers are in, I hand out the multiple-choice test forms. There are thirty-five questions on this test, and students have forty minutes to complete the multiple choice test. Using the rule of thumb that a student can complete a multiple-choice question per minute, students should be able to complete this test within the time allotted, for students needing extended time, all classes have at least twenty-five minutes following them for students to complete the test.
The focus of today's test is on application of the ideas we have reviewed in connection with the Enlightenment and argument. In particular, parallelism and other rhetorical devices (L.9-10.1a/RL.9-10.4/RI.9-10.4) and the themes and concepts of seminal U.S. documents (RI.9-10.9). There is a mix of questions tied to a specific reading presented on the text, as well as questions that ask students to identify or analyze the devices or ideas in practice. All questions are drawn from Prentice Hall's "The American Experience," and copyright the publisher; as such they are not reprinted here. I chose to use a multiple choice test for this summative assessment as the questions closely reflect the style and wording students saw recently and will be seeing in the spring on state tests; this helps "train" the students in test-taking strategies, and we will further debrief on this exam next week. As the argumentative research paper was due today, I left a writing portion off of the exam as a "bonus" to the students; I had told them if everyone got their papers in today, I would not include an essay or free response on the test.
Wrap-up is entirely dependent on how long the test will take. Students will not have homework over the weekend, as we will be starting a new unit next week. The Friday favorite vote will be held (if there is time) at the end of the period to continue the sense of community I try to build: today's is a return to to the "favorite flavors" question from last week, as we never actually polled on it: sweet, salty, and spicy. Depending on time, I will ask students who has plans for the weekend, who will be attending the playoff football game this evening, etc.