Lauren Mazzotta
Professor Robelee
Measurement and Evaluation
Individual Assessment/ Test Construction Project
Introduction
In the New York State Social Studies Core Curriculum, Standard 1 states that students
should be able to gather and organize information about the Native American Indians who used
to live in their neighborhoods and communities. Therefore, I choose to teach my fourth grade
students a social studies lesson about the Iroquois People because they resided in what is now
present-day New York State. This lesson would be displayed on a PowerPoint presentation.
Before beginning, students would be read the four instructional objectives for this lesson. We
would discuss the objectives as a class to make sure that there is no confusion before we begin
learning (See objectives listed below). During the lesson, I would focus on four main
components: the Iroquois Confederacy was made up of 6 separate tribes who came together to
form one nation, the specific gender roles of men and women in the Iroquois society, the
Iroquois’ three staple crops and the key elements of the Iroquois’ culture.
L.Mazzotta
1
Instructional Objectives:
1. In paragraph form, students will be able to describe 1 characteristic of each of the 6 tribes
in the Iroquois Confederacy (Mohawk, Seneca, Oneida, Onondaga, Cayuga and
Tuscarora) that we discussed in class.
2. Students will be able to list 2 similarities and 4 differences between the roles of Iroquois
men and women, as discussed in class.
3. In paragraph form, students will be able to name the 3 staple crops of Iroquois farming
(corn, beans and squash) and write 2 sentences describing why these crops were
important to the Iroquois people.
4. Through a selected response assessment and a portfolio assessment, students will
demonstrate their knowledge of at least 3 characteristics of the items listed below with
70% accuracy:
 Iroquois clothing
 Iroquois transportation
 Iroquois tools
 Iroquois shelter
L.Mazzotta
2
Blue Print (Table of Specifications)
Content
Knowledge &
Understanding
(Selected Response,
Essays, Portfolio)
Comparative
Reasoning
Classification
Reasoning
Total
(Performance Item, (Selected Response)
6 Iroquois
Tribes/Iroquois
Confederacy
10
Portfolio)
0
Gender Roles
1
2
5
8
Staple Crops
1
0
0
1
Culture (e.g.
clothing,
transportation,
tools, and
shelter)
Total
9
0
0
9
21
2
5
28
L.Mazzotta
0
10
3
Name: ________________________________
Date: _______________
The Iroquois People
Fill-In (Each question is worth 1 point)
Directions for numbers 1- 5: Write the correct answer to each question on the blank provided.
1. What did the Iroquois people wear on their feet? ____________________
2. What does Oneida mean? ___________________
3. What name did the Iroquois tribes originally call their confederacy? ___________________
4. What was the Iroquois Confederacy governed by? __________________
5. What tool did the Iroquois use for hunting? __________________
Multiple Choice (Each question is worth 1 point)
Directions for numbers 6- 10: Circle the correct answer for each question and then write the
letter for that answer on the blank provided.
_____ 6. What was the last tribe to join the Iroquois Confederacy?
a. Tuscarora
b. Mohawk
c. Seneca
d. Huron
L.Mazzotta
4
_____ 7. What did the Iroquois people live in?
a. Teepees
b. Wigwams
c. Longhouses
_____ 8. The Mohawk people called themselves Kanienkehaka; what does this mean?
a. Man eaters
b. People of the water
c. People of the flint
_____ 9. What tool did the Iroquois use for woodworking?
a. Wooden hoes
b. Stone adzes
c.
Flint knives
_____ 10. How man Seneca tribes were there in New York State?
a. 2
b. 3
c. 4
L.Mazzotta
5
True/False (Each question is worth 1 point)
Directions for numbers 11-15: In the blanks provided, write true if the statement is correct or
false if the statement is incorrect.
11. ____________ Iroquois men were in charge of farming.
12. ____________ There were five tribes in the original Iroquois Confederacy.
13. ____________ All of the tribes in the Iroquois Confederacy spoke the same language.
14. ___________ The Iroquois people preferred to travel by land.
15. _________ __ A longhouse was a large wood-frame building covered with animal skins.
Matching (Each question is worth 1 point)
Directions for numbers 16-20: Match the letter of the people in Column B with the correct role
in Column A. Use the blanks provided. Two items from Column B will be used twice.
Column A
Column B
_____ 16. Ruled Iroquois clans
A. Iroquois men
_____ 17. Took part in storytelling, artwork and music
B. Iroquois women
_____ 18. Were in charge of trading
C. Both men and women
_____ 19. Were in charge of hunting and war
_____ 20. Were in charge of property and family
L.Mazzotta
6
Name: ________________________________
Date: _______________
The Iroquois People: Answer Key
Fill-In (Each question is worth 1 point)
Directions for numbers 1- 5: Write the correct answer to each question on the blank provided.
1. What did the Iroquois people wear on their feet? Moccasins
2. What does Oneida mean? People of the standing stone
3. What name did the Iroquois tribes originally call their confederacy? Kanonsionni
4. What was the Iroquois Confederacy governed by? The Iroquois Great Council
5. What tool did the Iroquois use for hunting? Bow and arrows
Multiple Choice (Each question is worth 1 point)
Directions for numbers 6- 10: Circle the correct answer for each question and then write the
letter for that answer on the blank provided.
___A__ 6. What was the last tribe to join the Iroquois Confederacy?
a. Tuscarora
b. Mohawk
c. Seneca
d. Huron
L.Mazzotta
7
__C___ 7. What did the Iroquois people live in?
a. Teepees
b. Wigwams
c. Longhouses
__C___ 8. The Mohawk people called themselves Kanienkehaka; what does this mean?
a. Man eaters
b. People of the water
c. People of the flint
__B___ 9. What tool did the Iroquois use for woodworking?
a. Wooden hoes
b. Stone adzes
c.
Flint knives
___B__ 10. How man Seneca tribes were there in New York State?
a. 2
b. 3
c. 4
L.Mazzotta
8
True/False (Each question is worth 1 point)
Directions for numbers 11-15: In the blanks provided, write true if the statement is correct or
false if the statement is incorrect.
11. ___False_______ Iroquois men were in charge of farming.
12. ___True_______ There were five tribes in the original Iroquois Confederacy.
13. ___False_______ All of the tribes in the Iroquois Confederacy spoke the same language.
14. ___True_______ The Iroquois people preferred to travel by land.
15. ___False______ A longhouse was a large wood-frame building covered with animal skins.
Matching (Each question is worth 1 point)
Directions for numbers 16-20: Match the letter of the people in Column B with the correct role
in Column A. Use the blanks provided. Two items from Column B will be used twice.
Column A
Column B
__B_ 16. Ruled Iroquois clans
A. Iroquois men
__C_ 17. Took part in storytelling, artwork and music
B. Iroquois women
__A_ 18. Were in charge of trading
C. Both men and women
__A_ 19. Were in charge of hunting and war
__B_ 20. Were in charge of property and family
L.Mazzotta
9
Essay 1 (14 Points)
In paragraph form, describe 1 characteristic of each of the 6 tribes in the Iroquois Confederacy
(Mohawk, Seneca, Oneida, Onondaga, Cayuga and Tuscarora) that we discussed in class.
Provide a clear introduction, body and conclusion. These paragraphs much contain at least 3
sentences each. Spelling, punctuation and grammar count.
Checklist for Essay 1:
___ Listed 1 characteristic for each of the 6 tribes in the Iroquois Confederacy (12 pts.)
___ Correct spelling (.5 pt.)
___ Proper grammar (.5 pt.)
___ Correct punctuation (.5 pt.)
___ Included an introduction, body and conclusion that contained 3 sentences each (.5 pt.)
Essay 2 (10 Points)
In paragraph form, name the 3 staple crops of Iroquois farming and write 2 supporting sentences
that describe why these crops were important to the Iroquois people.
Provide a clear introduction, body and conclusion. Spelling, punctuation and grammar count.
Checklist for Essay 2:
___ Accurately listed the 3 staple crops: corn, beans and squash (6 pts.)
___ Wrote 2 supporting sentences that correctly explain the importance of these crops (2 pts.)
___ Correct spelling (0.5 pt.)
___ Proper grammar (0.5 pt.)
___ Provided an introduction, body and conclusion (0.5 pt.)
___ Correct punctuation (0.5 pt.)
L.Mazzotta
10
Performance Item (12 points)
Directions: With a partner, you will create a 3 page script of a conversation that could have
taken place between an Iroquois man and woman. You must incorporate at least 4 different roles
of Iroquois men and 4 different roles of Iroquois women into your script. You must also
incorporate 2 roles that Iroquois men and women shared in their society. Only include roles/
facts that we discussed during class in your script. After each pair completes their script, you will
be given time to “act it out” to the class. Have fun!!
Checklist for Performance Item:
____ Students’ script is 3 pages long (2 pts.)
____ Students’ script incorporates 4 correct roles of Iroquois men (4 pts.)
____ Students’ script incorporates 4 correct roles of Iroquois women (4 pts.)
____ Students’ script incorporates 2 correct shared roles of Iroquois men and women (2 pts.)
L.Mazzotta
11
Portfolio Assessment (30 pts.)
Directions: Each student will create a portfolio that demonstrates his or her understanding of the
Iroquois People. Students will use the information that we discussed in class to create their 5
portfolio items. After completion, students must put all 5 of the portfolio items into a pocket
folder that will be handed in for grading. All materials will be provided. Students will be given
class time to work on this assignment.
Prerequisite skills needed:
-
Students must know how to search for information/pictures on the internet
-
Students must be able to draw detailed pictures
-
Students must know how to create a resource page (an example will be displayed in
class)
Materials:
-
Pocket folder
-
Paper
-
Crayons/markers
-
Pens/pencils
-
Scraps of fabric
-
Feathers
-
Beads
-
Glue
-
Computers
L.Mazzotta
12
Portfolio Items:
1. Script from the performance item (6 pts.)
2. Students will draw a picture of an Iroquois longhouse. Students must accurately depict
the characteristics of a longhouse (large wooden-framed building covered with bark) and
draw 3 items that would be included inside an Iroquois home. (5 pts.)
3. Students will create a PowerPoint presentation that teaches the class more specific
information about 1 of the 6 tribes in the Iroquois Confederacy. Students will be assigned
to one tribe: Mohawk, Seneca, Oneida, Onondaga, Cayuga or Tuscarora. The
presentation must include at least 5 slides. Students must include at least 1 fact that we
discussed in class along with at least 10 facts from outside sources. The presentation
should include at least 5 pictures and a resource page. Slides will be printed out and
added to the portfolio. (8 pts.)
4. Students will draw themselves as Iroquois Indians. Boys must draw themselves wearing
the correct Iroquois male clothing. Girls must draw themselves wearing the correct
Iroquois female clothing. Students may use crayons, markers, scraps of fabric, beads and
feathers to decorate their Native American attire. Students will be graded on whether
their outfit includes the correct shirt, pants, and shoes. (according to their gender). (5 pts.)
5. Students must create a song that describes what life was like for the Iroquois Indians.
Students must include at least 5 facts that we discussed in class. The song must be at least
8 lines long. (6 pts.)
L.Mazzotta
13
Portfolio Checklist:
____ Students’ script is 3 pages long (1 pt.)
____ Students’ script incorporates 4 correct roles of Iroquois men (2 pts.)
____ Students’ script incorporates 4 correct roles of Iroquois women (2 pts.)
____ Students’ script incorporates 2 correct shared roles of Iroquois men and women (1 pt.)
____ Student accurately depicted the characteristics of a longhouse (large wooden-framed
……..building covered with bark) (4 pts.)
____ Student included 3 items that would be inside an Iroquois household (1 pt.)
____ Student’s presentation includes at least 5 slides (2 pts.)
____ Student included at least 1 fact that we discussed during class in his or her presentation
…….(0.5 pt.)
____ Student included 10 facts from outside sources into his or her presentation (5 pts.)
____ Presentation included at least 5 pictures and a resource page (0.5 pt.)
____ Student’s Iroquois outfit includes the correct shirt according to his or her gender (2 pts.)
____ Student’s Iroquois outfit includes the correct pants according to his or her gender (2 pts.)
____ Student’s Iroquois outfit includes the correct shoes according to his or her gender (1 pt.)
____ Student’s song includes at least 5 facts about Iroquois Indians that we discussed in class
…….(5 pts.)
____ Student’s song is at least 8 lines long (1 pt.)
L.Mazzotta
14
Conclusion
This lesson would be aimed at meeting the needs of all types of learners. I would include
charts and visuals/videos into the lesson so that my students can visualize the inter-workings of
the Iroquois Nation and understand the culture of the Iroquois people. After the lesson, students
would be given a selected response and essay assessment that evaluates their understanding of
each of the four objectives. The assessment includes 5 fill-in items, 5 multiple choice items, 5
true/false items, 5 matching items and 2 essay questions. The selected response and essay items
mainly focus on assessing my students’ knowledge and understanding of the specified topics. My
performance item has students use comparative reasoning order to create a script that
demonstrates their understanding of the explicit gender roles in the Iroquois society.
Additionally, my portfolio assessment was created in order to have my students apply the
knowledge they gained during this lesson. All of my assessment items allow me to assess
whether my students have met all four of our instructional objectives.
L.Mazzotta
15