Assessment via Think-sheets
Lesson Plan Home
Using think-sheets to assess knowledge of an important...
ABSTRACT CONCEPT
For example, assessing students understanding about…
• Social studies example: exploitation
• Science example: mitosis
• Math example: Associative property
• Language arts/Literature example: personification
Sample rubric
Depth & Breadth of Understanding
Statement of importance
High scores
Precise, captures essence of importance of
the concept
Low scores
Imprecise, describes concept, but statement
does not summarize importance.
Description / characterization of concept
High scores
Precise, multiple adjectives used that
appropriately characterize the concept;
contrasts the concept with another to help
define the concept in question.
Low scores
Few adjectives used; some are not
appropriately used to describe the concept;
Either does not contrast the concept with
another to help define the concept in question or
uses erroneous or superficial information when
doing so.
Contextual understanding of concept
High scores
Information is included that clearly
indicates knowledge of the concept and
how the concept positively or negatively
impacts the world.
Low scores
Little information provided that indicates
knowledge of how the concept in question
impacts the world;
Overall understanding
High scores
Accurate information with many
connections evident.; clear, in-depth
understanding of why the concept is significant.
Low scores
Much of the information is erroneous; few
connections to other ideas; superficial, surface
level understanding of why the concept is
significant.
Appearance
High scores
Neat handwriting, free of spelling errors
Low scores
Sloppy, script is difficult to read; spelling errors
IDEA concept table
This think-sheet requires students to produce information that demonstrates they
can describe the abstract concept in terms of its gist and critical features.
Students must provide and explain examples and non-examples of the idea.
For example, students’ knowledge of the abstract concept “imperialism” might be
assessed by providing a blank Concept Diagram and having them fill it in.
© 2001 Masterminds, LLC graphicorganizers.com
Imperialism
is about...
Increasing a nation’s power or territory by taking over or dominating other nations
x
Example of...
Is like...
How European countries
operated in the 1800’s
x
Not an example of...
Don’t confuse with...
Isolationism -- where
countries didn’t want to get
involved with other
countries or care what other
countries did
Essential Details
* 1800-1914 - Age of
Imperialism
European rivalries
England vs. France vs.
Germany vs. Spain
European countries build
empires in order to:
1. get more raw material &
2. have new markets to sell
their products
3. spread their religion
4. national security
Sample sentence
Imperialism almost always lead to wars
Background Knowledge Connections
Iraq trying to take over Kuwait
1991 Gulf War
Hitler
My brother trying to steal all
my stuff and bossing me
around all the time.
Hierarchic web, frames, or boxes
This think-sheet requires students to produce information that demonstrates they
can identify the main ideas associated with the abstract concept and specific
details of each.
For example, to assess
students
understanding of the
concept “exploitation,”
you could provide a
partially completed
3–main idea frame,
and have students fill
in the essential details.
An example of a
completed versions of
the 3-main idea frame
is below.
Key Topic
exploitation
is about...
taking advantage of something or someone
Main idea
Main idea
Does this help or hurt
in the real world?
Essential details
Main idea
What are some
ways this idea shows
up in the real world?
Personal experiences
related to this concept
Essential details
Essential details
2
1
3
2
1
4
3
BIG IDEA (What is important to understand about this?)
exploitation
taking advantage of something or someone
2
3
Does this help or hurt
in the real world?
Bad idea that should
not show up
4
Takes advantage of
people in a weaker
position
1
Quality of society based
on how you help, not on
how much you can take
Exploitation results in
anger
1
What are some
ways this idea shows
up in the real world?
College make millions
from games, but players
can’t get paid
Personal experiences
related to this concept
Parents exploit me
when they make me
do chores.
1
Politicians exploiting voters
Kids in lunch room get
exploited by bullies
2
2
Porn & prostitution exploits
1
poor women
Used car salesmen
exploit buyers (if they
can)
4
3
Some factories exploit
workers
Casinos exploit poor
people who wish to
get rich quick
3
2
3
Our world would be a lot better off if there were no exploitation in it.
Specific tips for using semantic webs…
• Generally, less sophisticated learners will likely demonstrate greater depth of
knowledge if you partially structure the assessment by listing at least some of
the main ideas that you wish them to address.
•
Encourage students to use “linking words or phrases” on the lines that
connect ideas. Linking words specify the connection and are usually either
verb phrases or subordinating conjunctions. Examples of linking words
include
-
-
Because…
Since…
Caused…
Resulted in…
Composed of these parts…
Traveled to…
Compare/contrast frames
This think-sheet requires students to compare the characteristics of the abstract
concept with another and draw conclusions about them.
Specific tips…
• Less sophisticated
students will likely
demonstrate greater
depth of knowledge if
you partially structure
the comparison by
listing some or all of the
main-ideas-ofcomparison.
Relationship of Cardio-Respiratory Risk factors
CAN YOU
CONTROL
THIS?
EFFECT ON
EFFECT ON
CIRCULATORY RESPIRATORY
SYSTEM?
SYSTEM
SO WHAT?
AGE
GENDER
HEREDITY
DIET
STRESS
•
•
SMOKING
Leaving blank at least
one or two of the mainEXERCISE
ideas-of-comparison
allows students the
opportunity to generate other ideas, and thus think and demonstrate
understanding beyond the parameters you have established.
For sophisticated learners, you might not list any of the specific main-ideasof-comparison.
Relationship of Cardio-Respiratory Risk factors
CAN YOU
CONTROL
THIS?
EFFECT ON
EFFECT ON
CIRCULATORY RESPIRATORY
SYSTEM?
SYSTEM
AGE
NO
Older you get,
the weaker
your system
GENDER
NO
Men = poor
Men = poor
Women = better Women = better
HEREDITY
NO
+/-
+/-
Risk of C-R disease
increases if there is a
family history
DIET
YES
+/-
Minimal
High diet in saturated fats
& salt increases the risk of
heart disease
YES
Negative
impact
Negative
impact
Too much stress can
lead to heart disease
YES
Negative
impact
Negative
impact
Smoking is extremely
hazardous to C-R system
STRESS
SMOKING
EXERCISE
Positive
impact
Older you get,
the weaker
your system
SO WHAT?
Positive
impact
Lesson by Deb Darson, Cheryl Poth, & Maria del Carmen Ponce
YES
Can’t control aging, but can
control other factors that
increases aging process
Female systems are generally
healthier
Great way to minimize negative
risk factors & maintain a healthy
C-R system
Compare/contrast – venns
Venn diagrams can be excellent devices for assessing students’ knowledge oif
concepts.
Tips…
• Many students will perform better on tests if you provide an example of the
specific kind of information you are seeking.
For example, the venn
diagram example was
used to evaluate
students knowledge of
bats. The teacher
provides an example of
each kind of detail to
illustrate how students
are expected to
respond.
Bats
Birds
Feathers
Fur & leather
Wings
Example of a
completed venn…
Bats
Birds
Feathers
Fur & leather
“see” via sonic
waves
Wings
Mouth with teeth
Fly
Awake at night
Eat insects
Sleep hanging
upside down
Babies born
alive
Claws
Eyes/Ears
“see” via eyes
Beaks
Awake during
daylight
Sleep sitting
up
Babies
from eggs
Compare/contrast – Synetic tables
Synetic tables are comparison devices that are best used when students are
asked to compare the features of the concept being assessed with that of a
conecpt either previous studied to one that is very familiar to the student.
Below are several examples of possible ways the synetic might be presented to
students.
The first example structures the task in a manner that minimizes the cognitive
demainds of the task.
How
is like
feudalism
communism
Feature
serf
king owns all
land, homes,
business in
kingdom
kingdom
attained by
inheriting it or
winning war
Feature
is
like
collective
farm worker
because
is
like
government
owns all land,
houses, etc.
because
is
like
power
attained by
over throwing
old leadership
because
So what? What is important to understand about this?
This next example is slightly more demanding in terms of what students have to
generate.
How
is like
feudalism
communism
Feature
Feature
is
like
because
king owns all
land, homes,
business in
kingdom
is
like
because
kingdom
attained by
inheriting it or
winning war
is
like
because
serf
So what? What is important to understand about this?
This next example is even more demanding because students have to generate
to specific items
of comparison.
How
is like
feudalism
Feature
Feature
is
like
because
is
like
because
is
like
because
So what? What is important to understand about this?
This last example shows a sample of a completed synetic table.
How
is like
feudalism
communism
Feature
serf
king owns all
land, homes,
business in
kingdom
kingdom
attained by
inheriting it or
winning war
Feature
is
like
collective
farm worker
is
like
government
owns all land,
houses, etc.
is
like
power
attained by
over throwing
old leadership
because
because
because
must give to government what you grow -can’t sell it on your own - no choice but to
work on the farms -- can only leave with
permission of government leaders
common people can’t own land, homes,
etc. -its ‘lent’ to them by gov & can be
taken away if someone does something
that displeases the people with the power
‘might makes right’ ....who ever is the
strongest rules
Changes in leadership often involves
violence
So what? What is important to understand about this?
In both feudalism & communism, people in power use their power to keep their power.
Common people have few, if any rights and little ability to control what happens to
them (no freedom!). All the power is centered at the top, so must be careful not to
displease people in power or else...
RELATE table
This think-sheet requires students to produce information that demonstrates they
can identify the gist and essential features of a process, as well as evaluate it in
terms of (a) whether the concept is valuable to our society and (b) how society
facilitates or impedes the the concept, or similar concepts, from occuring.
For example,
to evaluate
students’
understandin
g of
‘fedualism,’
students
might be
asked to
complete a
RELATE
table about it
in lieu of a
traditional
objective test.
RELATE to real-world
© 2001 Masterminds, LLC
Reveal the key features
A Class-based society based on those with power keeping their power
Society is divided
into ÒClassesÓ
Evaluate its value
Why this idea SHOULD be
part of todayÕs world
Class you are born in
Not allowed to
decides what rights &
change classes
opportunities youÕll have
Why this idea should NOT
be part of today's world
Reasoning
All people should have equal rights &
equal opportunities
Nobles get many rights and
opportunities for wealth
Strict rules for
each Class
List examples
Example from lesson
Feudal Lords
Rulers have great power & wealth
Serfs have few rights - must work
at jobs assigned to them by the
feudal lord - not allowed to leave
manor or own land or homes
Real-world example
Communism
Rulers have great power & wealth
Regular citizens have few rights must work at jobs assigned to them
by the government - not allowed to
own own land or homes
Ways it has been
PROMOTED
Ways it has been
PREVENTED
US Constitution
-equal rights, equal protection, & same
opportunities for everybody
Basing economy on capitalism - open
competition for the best products at
cheapest cost
This idea is like...
Serfs were like slaves because
they had to do what they were
told to, had very few rights, and
were not allowed to own
anything.
Explain an experience or knowledge connection
Students in our school tend to
group themselves into ÒclassesÓ
- rich kids
Nobody switches
- poor kids
from class to class
- jocks/cheerleaders
- nerds/techies
- gangs
ÒFeudalÓ schools
Principal = king
Teachers = nobles (ruling class)
Students = serfs
ASN (Always, Sometimes, Never) Frame
Students might be required to list on the ASN frame features of an concept that
are always present, features that sometimes, but not always, are present, as
well as features that would never be present during the event in present.
© 1997 Edwin S. Ellis
peaceful resistance
using non-violent ways to protest and change unfair laws or policies
Always
Sometimes
Never
Resist as a way to
draw attention to the
problem
Reactions to it are
violent
Never use it just to
get your way.
Resist using
peaceful tactics
Takes several times
to work
Never use violence
or harsh language.
Addressing a law,
practice, or policy
that is unfair or unjust
Must take the
consequences of your
actions (go to jail)
Requires many to
participate for it to be
effective
Make more enemies that
friends
Never works if you
just do it by yourself.
Peaceful resistance can work to change unfair laws, but you need support from others,
and you need to plan on it working slowly.
Assessment via Think-sheets