Three, Two, One, and Question... Assessment

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SWBAT write about a specific group of people from a chapter in our history book to assess their learning from the chapter.

Big Idea

Instead of doing the same old end of chapter test, I had my students create a chart about one of the groups we learned about in our history book.

Creating Four Squares

2 minutes

This lesson has the disguise of an activity, but I am going to use it as their assessment. I give each student a piece of lined paper and ask them to fold it so that they create four squares. The class also needs to take out their history textbook, they will get to use it for the test.

I then ask them to label the top of the paper with the chapter they are being assessed on. I let them know that this is a test and that they need to give their best answers. The next directions are to labe the squares: 3, 2, 1, and the last one a ?. 

Titles and Rules for Each Box

10 minutes

Now that we have the boxes they need to know how to label each box and what they will be writing in each one. First they will choose one of the ancient Native American groups we have studied. They only need to choose one so that they can give more complete answers. For each of the boxes that are numbered 3-1, they will be finding facts about the group they chose. Here are the following titles for the boxes:

Box 3: Three interesting facts that explain the group they chose. I have the students write 3 FACTS. 

Box 2: Two facts that talk about how their group of people live. Students will write, 2 Facts on their Life.

Box 1: One question they still have about that particular group. One ? is all they need for a title.


The last box is for them to choose two questions to answer from all of the questions that are in the book. At the end of each section, in the textbook, there are four to five questions. Student will choose any two from within our chapter to answer. 



2 minutes

The expectations are most important for any assessment. I want to make sure that the class understands what I want them to write in each box and what that should look like. Each box needs to have the correct number of facts, and that they use complete sentences. I want them to include facts that are more in depth because they get to use their books. 

I go over each box and then ask the class to tell me what is expected in each one. Going over the directions repeatedly only helps. Student with learning disabilities need ample time to process the directions and the repeat only helps with a better understanding.