As with most my units, I work to design an assessment that helps the students better explain what they have learned. In this summative assessment, the student will draw an object made of fabric. Then they will identify the type of fabric that would be a good material for that object, along with an explanation. I’m looking for something like “I made the coat out of heavy fabric because it’s warm.” or “I made the t-shirt out of light cotton because I won’t get hot.” This process could be adjusted to represent other types of textiles as well. I’ve included the link to the Google Draw sheet to make it easier for you to adjust to your unique needs.
The students came into the class after recess. I have them sit down on their carpet squares. I ask them to think about the fabric we studied. “There were many different qualities that make up fabric. Take a minute and share two elements with your partner.” I purposely avoid a group sharing of all elements (heavy, thin, shiny, bumpy, etc.) because my goal with this summative assessment is to see how they apply these elements on their own. “We’re going to create a drawing to show one way fabric is used. Then, you’ll add an explanation why that fabric is good for that purpose.” I introduce this idea both to help them access the information that different fabrics have different characteristics suited to unique purposes.
I show them the Assessment paper with a space to draw the picture, as well as a line to explain the choice. Though there are many types of fabric, the drawing and explanation will provide me with adequate information for this summative assessment because it pulls together the different parts of the unit.
“We get be specialists again and ways to use fabric.”
• First, think about the varieties of fabric we studied.
• Next, draw one thing that is made out of fabric.
• Then, decide which variety of fabric is best suited to that thing.
• After, explain why you chose that type of fabric.
• Last, explain to a partner why you made this choice.
Filling in a blank would be an easy step, so I create depth (rigor) to it by adding the explanation step. To be successful with no prompting from me, I expect to hear comments like why a certain fabric is suited to an application.
I have them go back to their tables and pass out the worksheet. As they make their choice, draw the object, and explain their answer, I mingle around the class and check in with the students about their choice. The resulting products and related explanations act as a way to illustrate their processing of our fabric lessons.