Animal FarmAnimal FarmCreatures in Creatures in

ConflictConflict

Educ 3900, Assessment Policy and Educ 3900, Assessment Policy and PracticePractice

Ivy Bryant, Sarah Lovett, and Natalia Ivy Bryant, Sarah Lovett, and Natalia BarkerBarker

Learning TargetsLearning Targets

Enduring UnderstandingEnduring Understanding

Animal FarmAnimal Farm incorporates a variety incorporates a variety of elements that of elements that demonstrate how demonstrate how groups exert power groups exert power and control over other and control over other groups. groups.

1.1. How do literary How do literary structures work together structures work together to develop different to develop different conflicts in conflicts in Animal FarmAnimal Farm??

2.2. What varieties of conflict What varieties of conflict are developed are developed throughout the novel?throughout the novel?

3.3. How does propaganda How does propaganda work to manipulate work to manipulate people and groups of people and groups of people?people?

4.4. How do individuals How do individuals change in relationships change in relationships with and because of with and because of power?power?

Targets LearnersTargets Learners

Hutchison School, 7Hutchison School, 7thth grade girls: homogenous grade girls: homogenous population, shared values, limited life experience, population, shared values, limited life experience, technology availabletechnology available

Developmentally appropriate: What better group Developmentally appropriate: What better group of people to discuss conflict than middle school of people to discuss conflict than middle school girls?girls?

Connection to history: Cross-curricular Connection to history: Cross-curricular collaboration with history teacher, build collaboration with history teacher, build understanding of concepts in the novel in understanding of concepts in the novel in conjunction with concepts covered in history classconjunction with concepts covered in history class

Learning Target Feedback Learning Target Feedback Flow Chart Flow Chart

Pre-Assessment Pre-Assessment (Formative)(Formative)

Goal: sample student Goal: sample student learning based on literary learning based on literary and conceptual topics and conceptual topics discussed in discussed in The Hunger The Hunger Games Games while supporting while supporting students by tying in students by tying in background knowledge background knowledge before reading and before reading and discussing discussing Animal FarmAnimal Farm

Gives students the Gives students the opportunity to display opportunity to display prior knowledge and prior knowledge and supports future learningsupports future learning

Not gradedNot graded

Formative Assessment: T-Formative Assessment: T-ChartChart

Goal: Link history Goal: Link history instruction, the novel, instruction, the novel, and personal and personal experiences while experiences while informing the teacher informing the teacher of where students’ of where students’ knowledge lies so that knowledge lies so that instruction can be instruction can be adjusted to improve adjusted to improve performance if performance if necessary.necessary.

Not gradedNot graded

Formative Assessment: Formative Assessment: Character AnalysisCharacter Analysis

Goal: For students to Goal: For students to see how their ideas, see how their ideas, mechanics, voice and mechanics, voice and so forth achieve and so forth achieve and overall effect in a overall effect in a paper.paper.

Graded with holistic Graded with holistic rubricrubric

Summative Assessment: Summative Assessment: Digital EssayDigital Essay

Goal: For students to Goal: For students to display their 21display their 21stst century century literacy skills while literacy skills while expressing their deeper expressing their deeper understanding of political understanding of political and societal issues and societal issues discussed while studying discussed while studying Animal Farm.Animal Farm.

Graded with trait-analytic Graded with trait-analytic rubric to provide students rubric to provide students with organized, reachable with organized, reachable goals and descriptive goals and descriptive grading criteria to attain grading criteria to attain those goals. those goals.

How We CollaboratedHow We Collaborated

Wiki’s are awesome!Wiki’s are awesome! Hard to get all together at Hard to get all together at

the same time.the same time. When two of us would When two of us would

meet, we’d make notes of meet, we’d make notes of our work on the wiki. The our work on the wiki. The other person would look other person would look over the notes later and over the notes later and make comments.make comments.

A main page for A main page for brainstorming, page for brainstorming, page for each part, and a page for each part, and a page for final documents. final documents.

When we started making When we started making documents, we’d upload documents, we’d upload them to the wiki for other them to the wiki for other group members to revise, group members to revise, review, etc.review, etc.

Using the wiki enabled Using the wiki enabled us to stay in sync with us to stay in sync with what was going on with what was going on with the work. Even though the work. Even though we separated out many we separated out many of the project of the project requirements, we requirements, we shared responsibility by shared responsibility by checking over each checking over each other’s work. other’s work.

Assessproject Wiki