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Best Practices in Social Studies Assessment

:	Pearcy, Mark
:	Best Practices in Social Studies Assessment
:	IAP - Information Age Publishing
:	9781681237633
:	1
:	CHF 56.60
:

:	Sonstiges
:	English

:	153
:	DRM
:	PC/MAC/eReader/Tablet
:	PDF

The importance of social studies assessment is beyond question. The National Council of the Social Studies’ C3 Framework recognizes the importance of high?quality assessments—its major objective, a “deep understanding of the sociocultural world,” has as its underpinning the idea that students must be able to investigate the world, and that teachers much be able to assess their understanding of it. However, there is a comparative dearth of research that focuses on effective social studies assessment, particularly with regard to the impact of teacher practice on the development of best practices. Such research is vital to moving social studies away from an emphasis on testing and more towards using assessment as a means of educating our students.

In Best Practices of Social Studies Assessment, we focus on an essential question: what is an"effective" assessment? Helping teachers develop practical, creative, curriculum?appropriate strategies is essential, especially in an era in which teachers are faced with the dilemma of creating inquiry?based assessments in the midst of preexisting regimes of standardized summative assessments. In this volume, research conducted between university professors and working teachers is described, focusing on innovative assessment practices. These practices include role?playing activities depicting historical events; Socratic seminars revolving around public policy issues; collaborative student projects on a wide range of social inquiries, including the implementation of UN programs; and the promotion of critical thinking and writing skills, on subjects as diverse as school violence and the impact of imperialism.

These adaptive assessments highlight the essential role of the teacher in creating assessments that blend higher?order critical thinking, complex content knowledge, and an understanding of their own students. The strategies described in this volume focus on the ability of expert educators to “[acknowledge] the structures, power, and consequences of high?stakes testing regimes while simultaneously designing and sustaining classroom assessment methods that embody the social?participatory nature of learning and reflect research on effective practice” (p. 289). The volume also describes the shared characteristics of the teachers who created these assessments, especially their emphasis on self?reflection and student autonomy, as well as their professional willingness to take on challenges associated with performance?based assessments, even in the face of institutional pressures and external demands.

	Front Cover	1
	Best Practices in Social Studies Assessment	2
	A Volume in International Social Studies Forum: The Series	2
	Series Editors:	2
	Jeff Passe, The College of New Jersey Richard Diem, The University of Texas at San Antonio	2
	CONTENTS	6
	1. Introduction: Assessment in Social Studies Education	6
	2. “Keeping it Real”: Assessing 21st Century Skills Through Performance-Based Assessment	6
	3. Isn’t This Crazy?”: Engaging Learners Through Text-Based Assessments	6
	4. “We’re All on a Journey”: An Authentic Stance Toward Project-Based Social Studies Assessment	6
	5. “We All Pushed the Boundaries”: Social and Technological Assessment	6
	6. “Anyone Can Learn”: Balancing Assessment, Feedback, and Experimentation	6
	7. “Learning About the World is Much More Important”: Project-Based Learning as Core Assessment	6
	8. “Taking Ownership of Their Learning”: Three Examples of Performance-Based Social Studies Assessment	6
	9. Postscript: “There Is No Magic Bullet, But” … Lessons From the Assessments	7
	International Social Studies Forum: The Series	3
	Best Practices in Social Studies Assessment	4
	Edited by	4
	Mark Pearcy Rider University	4
	Information Age Publishing, Inc.	4
	Charlotte, North Carolina • www.infoagepub.com	4
	CHAPTER 1	8
	Introduction	8
	Jeff Passe	8
	The College of New Jersey	8
	Amy Good and Amy Fitchett	8
	University of North Carolina-Charlotte	8
	WHAT IS THE PURPOSE OF ASSESSMENT?	8
	The Problem With High-Stakes Social Studies Assessment	9
	COMMON CORE AND PERFORMANCE ASSESSMENT	10
	AUTHENTIC ASSESSMENT IN SOCIAL STUDIES	11
	Alternative Approaches and Their Use of Assessment	12
	ASSESSMENT WITHIN UNDERSTANDING BY DESIGN	13
	SUMMARY OF RESEARCH ON ASSESSMENT IN SOCIAL STUDIES	14
	REFERENCES	14
	Table 2.1. Twenty-First Century Skills	22
	CHAPTER 2	16
	“Keeping it Real”	16
	Greer Burroughs	16
	Rutgers University	16
	Katelynn Dickstein	16
	Moorestown Township Public Schools	16
	THE RESEARCH GOALS	18
	How It All Began—Collaboration Between Districts	19
	Next Steps—Implementation at William Allen Middle School	21
	THE PROJECT GOALS	21
	THE PROJECT	22
	How Well Does the Project Address the 21st Century Competency Goals?	24
	PREPARING THE STUDENTS	24
	BENEFITS OF THE END-OF-YEAR ASSESSMENT	30
	What Makes All This Work?	32
	REFERENCE	33
	APPENDIX: SAMPLE OF STUDENT PAMPHLETS	34
	Table 2.2. Practical Problem Solver Rubric	25
	Table 2.3. Effective Communicator Rubric	27
	CHAPTER 3	38
	“Isn’t This Crazy?”	38
	Jonathan Ryan Davis	38
	The College of New Jersey	38
	Heather Rippeteau	38
	Manhattan Hunter Science High School	38
	1. Why are Europeans in this region?	42
	2. What is the experience of imperialized people in this region?	42
	3. What information does the textbook give us about imperialism in this region?	42
	4. How are the views presented in the primary sources different from the textbook, if at all?	42
	Acknowledgments	47
	References	47
	APPENDIX	47
	Imperialism Argument	47
	Imperialism Argumentative Essay	47
	Imperialism Argumentative Essay Rubric	49
	Historical Background and Causes of Imperialism	51
	Evidence Collection	55
	Africa	56
	Evidence Collection	58
	India	59
	Evidence Collection	61
	The Middle East	62
	Evidence Collection	63
	China, Vietnam, and Southeast Asia	64
	Evidence Collection	67
	Japan	68
	Evidence Collection	71
	Sample Pacing Calendar for the Imperialism Argument	72
	Table 4.1. An Analytic Rubric for Collaborative Skills	86
	CHAPTER 4	80
	“We’re All On a Journey”	80
	Mark Pearcy	80
	Rider University	80
	Chris Bond	80
	West Windsor-Plainsboro School District	80
	Project-Based Assessment	83
	References	89
	Table 4.2 Rubric for “Enlightenment Salon” Project’s Socratic Seminar	87
	Figure 5.1. An image from the Portal 2 tutorial video.	96
	CHAPTER 5	90
	“We All Pushed the Boundaries”	90
	James Daly	90
	Seton Hall University	90
	Michael Catelli	90
	Somerset Hills Regional School District	90
	The Goals of the Assessment	91
	Why These Goals?	92
	The Presentation: A Final Goal	94
	Developing the Unit	94
	The Process	94
	Ongoing Assessment	97
	Concluding Assessment	98
	Reflections	99
	References	100
	CHAPTER 6	102
	“Anyone Can Learn”	102
	Mark Pearcy	102
	Rider University	102
	Laura Bond	102
	West Windsor-Plainsboro School District	102
	References	109
	Appendix: Balancing Assessment, Feedback, and Experimentation	110
	“Crisis in Syria” Scenario, Laura Bond, West-Windsor Plainsboro High School South	110
	CHINOOK #67	110
	110	110
	Table 6.1. An Analytic Rubric for Oral Arguments	106
	Table 6.1. (Continued)	107
	Table 6.2. Middle School Standards-Based Grading Rubric	108
	Figure 7.1. Examples of students “Great Depression Museum” presentations	117
	CHAPTER 7	114
	“Learning A