Varying Summative Assessments for Students Utilizing the 4mat System or Multiple Intelligences

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Varying Summative Assessments for Students
Utilizing the 4mat System or Multiple
Intelligences

• The Feeling Lucky Inquiry Group
• Elaine Ogata Group Facilitator- English
• Candace Chavez- English
• Raynice Messier- English
• Michelle Shin- English
• Catherine Srithong- Science
• Joy Suenaga- PE/Health

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Varying Summative Assessments for All Types of
Learners
By E. Ogata C. Chavez

• Our Personal inquiry to use a variety of
  summative assessments utilizing the 4 learning
  quadrants of the 4mat system.

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Student Learning Styles

• Although we were given a roster of the students
  learning styles, more than half of the students
  were identified with having scores of 0 (due to
  not having taken the learning style survey or
  being tested and shown as having two different
  learning styles).
• Of the 12 students that we had information
  identifying their learning styles, the majority
  of them were either quadrant 1 or quadrant 4
  learners.

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Quadrant 1 learners are primarily interested
in personal meaning and needs a reason to learn.
They also need to connect to the experience and
attend by reflecting on and analyzing the
experience.

• Description of Quadrant 1 Summative Assessment
• An autobiography snapshot of each of the
  students lives as narrated by the student.
• The autobiography process started on April 2nd
  and it began with a shared autobiography (an
  exemplar) and students then had to do some simple
  brainstorming for their own topics. Students
  were also given an autobiography timeline,
  complete with all deadlines (See Attachment 1)
  for the whole autobiography writing process.
  During the next couple of class periods we found
  that their topics were too broad and needed to be
  fine-tuned by narrowing it down further.
  Teachers then, met with them personally to help
  narrow down the focus of their autobiographies.

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Attachment1- Autobiography Timeline

• My Autobiography
• (The Narrative Essay)
• Introduction
• A. Analyze Writing samples
• B. Graphic Organizers
• C. Rough Draft (beginning, middle, end- 100
  pts) due 4-11-07.
• Typed with double spaced lines.
• Peer Editing of Rough Draft
• A. Peer group orally gives input on
  Content/Clarity only
• B. Revision 1 (Attach to rough draft peer
  conferencing log- 100 pts)
• due 4-18-07
• Peer Editing of Revision 1
• A. A group member edits for Mechanics (grammar,
  spelling, punctuation, capitalization,
  indentation).
• B. Revision 2 (attach to revision 1 and rough
  draft- 100 pts) due 04-24-07
• Teacher Editing of Revision 2
• A. Edited Revision 2 returned on or before
  05-01-07
• Final Draft of Autobiography (Attach to
  Evaluation Rubric, Revision 1,
• Revision 2, and Rough Draft- 200
  pts) due 05-08-07

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• On April 11th, the students rough drafts were
  due. 26 out of 27 students were ready with their
  rough drafts (the one missing draft was due to
  the students being absent that period). Then,
  they met in their peer writing groups and went
  through the peer editing process.
• One student in the group would read their piece
  aloud while the others listen actively. At the
  end of the reading, the reader would then take
  suggestions and comments from his/her peers and
  write them down on his/her Peer Conference Log
  (See attachment2). After s/he finishes doing
  that, the rest will then take their turn at
  reading their pieces and continuing on with the
  editing cycle.
•  

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Attachment2- Peer Conference Log

• Title/Subject of your story _____________________
  ____
• Conference Date ______ Peer Editor
  ________________
• What do you want the listener to listen for?
  (Answer BEFORE the conference)
• What did the listener like/hear/remember most
  about your story?
• Questions asked by the listener about your story.
• Suggestions by the listener about your story.
• What will you do to your piece now? (Answer AFTER
  the conference)

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• On April 18th the students will turn in their
  revision1 (revised rough draft incorporating any
  feasible changes as noted down on their Peer
  Conference Log) and have a peer edit their piece
  using the Revision Checklist (See Attachment3)

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Attachment3- Revision Checklist

• Authors Name___________________ Peer Editor
  _____________________
• Instructions Mark corrections on the revision
  and complete this checklist. Circle yes or
  no. If no, explain why.
• 1. Creative Title
  Yes No____________________
• 2. Great Opening Sentence
  Yes No____________________
• 3. Thesis statement is evident story is
  focused on thesis.
• 
  Yes
  No____________________
• 4. Story has enough information and is clear.
  Yes No____________________
• 5. Has enough dialogue Yes
  No____________________
• 6. Contains 3 similes, metaphors, or sensory
  details. Yes No____________________
• 7. Conclusion is related to story ending is
  strong. Yes No____________________
• 8. All paragraphs indented Yes
  No____________________
• 9. Starts a new paragraph with a new
  speaker. Yes No____________________
• 10. Has correct spelling Yes
  No____________________
• 11. Has correct punctuation Yes
  No____________________
• 12. Has correct grammar Yes
  No____________________

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The previous Revision Checklist focuses on the
areas that will be graded on as per Evaluation
Rubric in attachment4, below)
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• On April 24th, the students will submit their
  Revision2 drafts for teacher editing. The
  students will be given this last Rough draft to
  do a final version of it, due on May 8, 2007.
  The Final copy will be accompanied by all other
  rough drafts (First Rough Draft, Revision1 and
  Revision2), as well as the Evaluation Rubric.

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Quadrant 2 learners are primarily interested
in the facts to deepen understanding. They need
to imagine (picture) theconcept and need to
inform (learn concepts and skills).

• Description of Quadrant 2 Summative Assessment
• To address the Quadrant 2 learners, we offered an
  objective (multiple choice and short answer)
  final exam based on their novel for the 3rd
  Quarter- Maya Angelous I Know Why the Caged Bird
  Sings

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Quadrant 3 learners are primarily interested
in how things work and need to be allowed to
apply what was learned. They need tasks which
will extend (apply learning to more complex
experiences) as well as practice,so that they
can understand the content.

• Description of Quadrant 3 Summative Assessment
• Our Quadrant 3 summative assessment will be
  taking place in the form of a short essay on
  making choices and facing the consequences,
  similar to what theyll be reading about in
  Macbeth. They will examine, reflect upon, and
  relate the concepts theyve learned from the play
  and link it to their real world.

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Quadrant 4 learners are primarily interested
in participating in self-discovery and in being
provided the opportunity to teach to themselves
and others. They have a need to perform (share
and celebrate their work), refine (analyze the
application for relevance and usefulness), and
create personal adaptations/integrations.

• Description of Quadrant 4 Summative Assessment
• To address the Quadrant 4 learners, we are
  offering a variety of summative assessments that
  will be taking place during the 4th quarter.
• Students will be required to produce their own
  culminating task for Macbeth.

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Students will be given the option to choose from
one of the following assignments

• Rewrite Macbeth set in the modern times
• Draw a cartoon with main ideas
• Create a final exam
• Create a poem
• Create a crossword puzzle (50 words minimum,
  using short sentences)
• For each of the options above, students will be
  given rubrics in which they will need to be able
  to showcase the main ideas (themes) and other
  literary elements (characters, plot, symbolism,
  setting, imagery, inference, and etc.) of Macbeth.

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Standards-Based Unit/Global Awareness

• By Raynice M. Messier

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Standards-Based Unit/Global Awareness

• I keep returning to this global awareness unit
  and add something new every time.  This time, it
  is with Attention to rubrics More formative
  assessment More descriptive feedback Self
  assessment Inclusion of all learning styles
  By the time we have are ready to synthesize all
  our global awareness activities, the student has
  researched a vehicle for him/herself, role-played
  as a board of director member of a large
  multinational company deciding where to build a
  car factory, done map activities, and also group-
  shared what countrys items they are wearing and
  stowing in their backpacks.  Its a lot but it
  builds to a level of awareness of diversity In
  the past, I have primarily relied on exemplars
   because it is probably a personal learning style
  I have found successful as a type 4 learner.
   Exemplification leads to a standard of quality
  but I am now convinced not all of us can be
  inspired that way.  Along with that, I know I
  should be consistently attentive to breaking up
  tasks into smaller units, rather than just
  saying, Have this country story done by
  so-and-so date.  Right brainers are lumpers and
  being so, I need to be more diligent about
  breaking up tasks and providing more scaffolding.
  

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The 4MAT Active Learning Behaviors Cycle

• QUADRANT FOUR      ___________________  QUADRANT
  ONE Where to Build A Car Factory?            
             Researching a Vehicle for Me        
  (role playing) Skeleton Cleaning in Mexico    
                         Oral Sharing of a Country
  CASPAR strategy                              
            Global Shopper on Me/Backpack My
  Country Story QUADRANT  THREE          
  ______                     QUADRANT TWO
  Informative Essay on My Country              
        Mapping Activity  Identifying Our Closest
  Neighbors                                      
                           
  Current Events                                
        Researching My Chosen Country

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Part I  Research A Country (Quadrant 2, facts to
deepen understanding)

• Standard 9.3.2  I can explain how the history and
  culture of the literature enriches its meaning.
  Standard 9.5.1  I can choose accurate and
  appropriate information to use from researched
  material.   Use a variety of sources to
  research the country you have chosen.  The
  information you seek is cultural geography of the
  country  family, marriage, values, tastes,
  countrys treasures, prejudices, customs, etc.
   Some of the countrys landmarks will help your
  imagery but you are expected to ask selective
  questions to glean what is important.  You are
  learning about the country so you are later able
  to write a story with an authentic character from
  that country.  You must determine the most vital
  facts without being overwhelmed with extraneous
  information as the population, gross national
  product, how many rivers, etc.  

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Part II  Oral sharing of the Country (Quadrant
1, interested in personal meaning)

• Standard 9.5.1  I can choose accurate and
  appropriate information to use from researched
  material. Standard 9.5.4  I can use effective
  voice and tone to fit purpose and audience.  
  Standard 9.6.4  I can deliver an oral message
  with effective rate, volume, pitch, enunciation,
  tone, and purpose.
•  Standard 9.3.1  I can use information from the
  text to interpret and make conclusions about the
  reading. Clip at least 2-3 worthy articles about
  happenings in your country.  Use newspapers or
  periodicals.  Tape each article to a piece of
  paper.  Write a commentary (your opinion) on the
  article.  Consider the practical application of
  this current event and editorialize based on your
  informed view. OR if you decide to watch a
  television news report. State the time and
  channel of the piece. You must summarize the
  report and then follow with your commentary.
   Online reports are probably available from the
  major news carriers.  

Part III  The Informative Essay and Current
Events Clippings (Quadrant 3, applying what was
Learned)
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Part IV  Descriptive Feedback  Practicing
getting started with Mexico (All
Quadrants)

• This assignment uses an article Skeletal
  Cleaning an Annual Ritual about Mexican
  villagers who continue the ancient tradition of
  Mayans of cleaning, polishing and rearranging the
  bones of ancestors so they may return for the Day
  of the Dead, when the Mexicans welcome the souls
  of the departed back to earth.  It is kind of
  like the obon festivals here in our islands.
• The assignment asks students to write an
  introduction for a story with this information
  about bone cleaning.  The setting is Mayan or
  Mexican.  Shade in the details of the setting
  (from a previous memory lesson), introduce your
  character, and start a conflict.  This was a
  difficult assignment and each writing was unlike
  any other.  Conflicts included a young pubescent
  teen not wanting to continue this tradition of
  bone cleaning or willing children offering to
  help parents. In my favorite one, the skull of
  Grandpa is dropped and shatters.  Another one had
  the skull accidentally springing into the air and
  being caught by a dismayed relative.  Then I
  asked students to put a quick ending to their
  bone cleaning stories, but they may not have
  their character wake up from a dream.
• I used the rubric for description.  (Prentice
  Hall 3)
• After I read the products, I saw the attention to
  detail to create a single, dominant impression.
   Sensory language was present.  Could use more
  figurative language but that was not part of the
  performance.   Didnt look at organization or
  inclusion of dialogue.
• My descriptive feedback included comments about
  A sense of country Details to create a
  dominant impression Emergence of a conflict
• This is practice for The story they will write
  that is set in their own country The 2-3
  current event clippings they will comment on that
  is due next time

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PartV  More Practice/ Preparing to Write the
Story (Quadrant 4, creating, need to perform and
refine)

• Our prewriting exercise for the real story is to
  write a draft of a short story about three
  paragraphs.  The diagram they will fill out is
  CASPAR Choice one  A character who has
  unusual powers or abilities such as the ability
  to read minds or see through a solid object, etc.
  Choice two  Think of a conflict involving a
  robot or other invention that could control some
  aspect of our lives. C  haracter A djectives
  S  etting P  roblem A  ction R esolution
  This exercise includes Paint with two
  details that identify the time and place of the
  story Interview the character by asking a
  question Write a sentence to show rather than
  tell a moment of the story.   Show/dont tell
  handout

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Exemplars Day

• A day to see what a quality finished product
  looks like.  Some are A papers but some are not.
  
• Assignment  Pick a story and score the story
  using the rubrics (Prentice Hall 2) Audience
  and Purpose presents an unusual perspective on
  conflict Organization  presents a clear
  sequence of events in a logical order
  Elaboration  provides rich detail and/or
  illuminating illustration makes effective use of
  dialogue Sense of country  reveals researched
  and accurate evidence of culture blends in local
  color (This is a difficult but important element
  as it culminates research work)

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Part VI  Country Story Summative Assessment (All
Quadrants)

• Standard 9.5.2 I can organize writing by using a
  variety of structural patterns and effective
  transitional devices (e.g. cause/effect,
  chronology, problem/solution)
• Standard 9.6.5  I can choose the appropriate
  dialect for the topic, purpose, and audience.  
• Standard 9.4.1   I can write in different
  formats narratives with theme and details that
  contribute to mood and tone.  

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Students Final Performance Assessment

• With your researched understanding of the
  country, write a short story set in your country.
   The story should have a few characters that
  encounter some difficulty or problems.  The first
  paragraph should immediately and accurately paint
  your setting somehow and be rich in details.  
• Your story must have dialogue, properly
  punctuated.  An ending should resolve the
  conflict in some way.  No getting
  up-from-a-dream endings, please.
• Rubrics completed to be completed on country
  story students self assess in relation to
  criteria and where they need to be (Davis, 2003)
  Rubrics completed by one other student
  Rubrics completed by teacher

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Rubric for Assessment

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Sharing and Debriefing for the whole class

• Inclusion in the years portfolio
• Feedback from parents, significant people

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Personal Learning Plan 2007

• Michelle Shin

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• Inquiry Topic Varying Summative Assessment
• Inquiry Question Are we varying our summative
  assessment to target each of the learning styles
  as shown in the 4-Mat Active Learning Behaviors
  Cycle or the 7 Multiple Intelligences.
• Inquiry purpose To determine if we are varying
  our summative assessment in such a way that all
  learning styles are reached so that every student
  has a chance to 1) excel and be excited for the
  work because it suits them and 2) have to learn
  to work outside of their own personal boxes to
  accomplish a variety of tasks.

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• Our group is interested in knowing
• If all the categories are being targeted in our
  summative assessment
• Which categories seem heavier than others and
  discussing which should be a bit heavier than
  others.
• What kind of assignments (essay, project,
  portfolio, creative, etc.) fit under the various
  learning styles.
• Determining if the summative assessments will be
  of equal weight or how to determine their various
  weights. What is a good percentage for each
  learning stylewere assuming that they should
  not be equal, that some categories carry more
  weight and relevance outside of high school and
  therefore need more practice.)
• Determining how many should be mandatory and how
  many should be free choice.

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• Problems we expect to encounter
• Some learning preferences have summative
  assessments that more easily line up to current
  DOE standards than other learning preferences.
  Is this a sign of which preferences should carry
  more weight?
• What if students choose to skip certain
  assessments in favor of others?

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Preliminary Results

• Overall, I think I have a pretty fair
  distribution. Every quadrant has a fair amount
  of work in it and there are no huge discrepancies
  between the quadrants. I am rather pleased with
  the distribution of work. I did notice that many
  of my assignments could fall into more than one
  quadrant and I think that should be a new goal
  to create summative assessments that hit two or
  more of the different learning quadrants. It
  fits with the old adage of killing two birds
  with one stone. If we can design expansive
  summative assessments that touch upon several of
  the learning quadrants, we are reaching a bigger
  amount of the students.
• Thus a goal to set for myself is to update my
  summative assessments so that they all hit at
  least 2 quadrants and to be sure any new
  summative assessments hit at least 2 quadrants.

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Example of a Summative Assessment that attempts
to hit all the quadrants

• My seniors read Catcher in the Rye a story about
  a troubled adolescent who encounters such
  situations as underage drinking, smoking,
  phoniness, loss of innocence, problems
  communicating, negligent parents, hypocrisy, loss
  of permanence, death, dealing with change, etc.
  Problems that todays teens can relate to.
• Their final, therefore, is a research paper
  covering all the problems that Holden Caulfield
  spent so much time debating (complaining) about.
  I feel the paper hits, at least to some extent,
  all four quadrants.

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• Since the research paper is about modern day
  adolescent life and culture, it is ripe with
  personal meaning and connecting the new topic to
  their life (quadrant 1).
• They need to do some research and provide facts
  to deepen understanding and this allows them to
  connect new information to what they already know
  (quadrant 2).
• In the research paper, students are examining how
  things work in society pertaining to their
  specific age group. They get to apply what was
  learned and studied in the book to themselves and
  teens today. (quadrant 3)
• Much of this particular research paper, is a
  personal expository essay. It is a chance for
  self-discovery and for them to apply ideas beyond
  the original topic. The paper has both personal
  meaning and relevance as well as practicality
  since it is a topic that applies directly to
  them, and they can learn from the topic and the
  suggested solutions. (quad 4)

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• Catcher in the Rye FINAL PROJECT Adolescent
  culture today
• CR gave the world a view of adolescent lifeits
  problems, its worries, its angst. It opened up
  the idea of teenagers being their own individuals
  deserving of respect and thoughts separate from
  the category of children, but not yet with the
  maturity of adults. Your job is to do a very
  in-depth look at adolescent culture today and to
  report on it, describe it, and reflect on it
  well.
• Requirements/ Graded on these categories
• Troubling aspects of society that really affect
  teens (research/expository) (Ex Drugs)
• Have at least 3 and describe them well. Name the
  problem, tell how it affects teens, how many
  teens (statistics), and what are possible
  solutions/coping devices in place.
• Adolescent Angst (expository) (Ex SATs)
• a. Name 2 things that cause teens a lot of
  angst/stress. Describe them well and talk about
  possible solutions/coping devices in place.
• Phoniness (research/expository)
• Describe behaviors/actions/traits that teens do
  or have that would be considered phony by
  todays teen standards
• Describe three things in modern culture that are
  considered to be phony. How do they affect
  teenagers? Society?
• Commercialized Society (research/expository)
• Tell me three ways commercialism affects teens
  (ex. buying products, smoking or not, going to
  college or not, military options, etc.) Explain
  how it affects teens in detail.
• Give me examples of each commercialism (the ad,
  the campaign, or just its affect on culture)

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• Catcher in the Rye FINAL PROJECT Adolescent
  culture today
• Requirements/ Graded on these categories
• Generation Gap (Interview/expository)
• Interview your parents, or an adult roughly their
  age, and find out about the modern generation
  gap
• Answer the same questions yourself. Now compare
  the answers and tell me what you think of your
  generation gap. Does it exist? Is it
  problematic? Why can or cant you two see eye to
  eye?
• Adolescent Rebellion (expository)
• Name three ways in which you think todays teen
  rebel. Describe them in detail and tell me WHY
  they do those ones.
• Image of Todays Teen (expository)
• Combining your opinion, several of your friends
  opinions, and the opinion of people your parents
  age, sum up in a one page essay the Image of
  todays teen.
• Hypocrisy of Elders (research/expository)
• List the two things main things you feel adults
  are being hypocrites about. Tell me why it is
  you would consider it hypocrisy (examples of how
  adults do it even though they say dont.) You
  can have personal examples, but have at least ONE
  real-world, in the news example. (Like a
  celebrity saying she loves animals and then wears
  fur to a big event, or a president saying he
  loves his country, but then does deeds that seem
  to harm the country, etc.)
• A bibliography is required. MLA format.
  Points OFF if you do not cite correctly.

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Identifying Multiple Intelligences

• Physical Science students were given multiple
  intelligence questionnaires at the beginning of
  the semester to determine how their individual
  learning styles
• The Results (72 responses)
• Linguistic- 0
• Logical-Mathematical- 5.7
• Spatial- 13.7
• Bodily-Kinesthetic- 22.2
• Musical- 16.7
• Interpersonal- 20.8
• Intrapersonal- 19.5
• Naturalist- 1.4

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Creating Assignments that Target the Multiple
Intelligences

•  

 

• The information gathered from the questionnaires
  was used to design physical science assignments
  that targeted certain multiple intelligences
• Some assignments hit the most common
  intelligences and others were meant to challenge
  the students by targeting the least common
  intelligences
• Example In the Vector Treasure Hunt
  Challenge, students hid treasures around
  M-building and created maps that would
  successfully lead their classmates to locate it.
  The students had to write directions using
  vectors that had a specific direction and
  magnitude (i.e. 5 lunges, NE 10 moonwalks, S)

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Standard 7 Physical, Earth, and Space
Sciences FORCES AND MOTION Understand the
relationship between force, mass, and motion of
objects and know the major natural forces
gravitational, electric, and magnetic  
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The objective of todays challenge is to use your
knowledge of vectors to compose a treasure map
that will successfully lead your classmates to a
hidden treasure.   The Rules for Creating the
Map  
Vector Treasure Hunt Challenge Rubric
and Rules
Example

• You may only hide your treasure and move around
  in the designated area- M building only (if I see
  that you are out of bounds you will be written
  up, no warnings will be given)
• You must have at least 5 vectors
• You may not hide anything other than the index
  card given to you by the teacher
• You are to compose the map as a set of detailed
  instructions for students to follow. The
  treasure map is written in WORDS ONLY!
• You may only use the directions designated by the
  compass provided to you
• Remember that North (1200) will always be in the
  direction of the cafeteria and that South (600)
  is the direction of the library
• The magnitude of your vectors can be expressed in
  any units of movement such as steps, hops, skips,
  leaps, etc (ex. 15 paces at 330 PM)
• You are to work individually to hide your
  treasure and develop the instructions for leading
  others to it
• You may not use landmarks in your map, such as
  the stairwell, lockers or Room M201
• You will be graded on how well you write these
  directions and how well they are followed by your
  classmates
• Each student must write their own Treasure Map
• No horse-playing, talking loudly, or wandering
  around will be tolerated. DO NOT DISTURB any of
  the ongoing classes in M-Building.

                 

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Offering Several Options within a Specific
Multiple Intelligence

• To prove their mastery of the Benchmark
  SC.PS.6.10 Explain how atoms bond using valence
  electrons, students were given the choice between
  5 products a dramatization, pop-up book, game,
  rap or rhyme, and a how-to-book
• These product choices fall under the multiple
  intelligence categories of bodily-kinesthetic,
  musical, and interpersonal
• Bodily-Kinesthetic Dramatizations and skits that
  were presented involved several characters and
  scenarios to act out the four chemical bonds
• Musical- The creation of a rap or rhyme made
  students think of the bond attractions in a
  creative way so that they could use imagery and
  metaphors to describe the bonds
• Interpersonal- Students worked with others to
  develop their skits, raps, and game shows

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An Example Assignment Chemical Bonding Using
Valence Electrons
Students will work individually to demonstrate
their knowledge and understanding of the
different types of chemical bonds and how atoms
combine using outer energy electrons.   Students
may create any one of the following
items          Dramatization/Play/Skit- the
student will create a skit, complete with dialog
and props that gives real world analogies for the
four types of chemical bonds. Students must act
their dramatizations.        Pop-up Book- this
is a three-dimensional book that teaches someone
else about chemical bonds        Game- You can
create any type of game that you want to teach
your classmates about chemical bonds        Rap
or Rhyme- using appropriate words you can create
a song about chemical bonding (please note that
you may be asked to perform)        How-to-Book-
this book can teach a student/classmate how to
solve chemical bond problems or teach how to
identify a certain type of chemical bond
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Rubrics were Created for Each Product
Example Rubric for Dramatization/play/skit-
Rap/Rhyme
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More Example Rubrics
Pop-Up Book and How-To Book
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Reflections

• Feedback from students was really positive after
  this specific assignment. It was great to see a
  variety of products were turned in and the
  students expressed enjoyment at playing each
  others games, reading their peers books, and
  watching skits
• I realized that students understood this concept
  more deeply when they saw it presented creatively
  in a variety of different ways. It was a way for
  them to gauge their own knowledge and skills by
  comparing it to those of their classmates

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Summative Assessments in Physical
EducationPresented by Joy Suenaga
HerediaLifetime PEGrades 9 12Moanalua High
School
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Goals of summative assessments

• integrates the 7 Multiple Intelligences
• Standards-Based
• targets benchmarks
• reveals understanding
• provides framework of learning goals

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Active Lifetime Project
Summative Assessment Example 1

• Project Description
• Students create a presentation on an
  event/activity/sport they participate in that
  influences them in a positive way. Students also
  complete a worksheet with detailed questions
  about the goals and challenges of the activity.
• Students can choose from a variety of options
  (ex oral, digital gallery, posters, scrapbook,
  video, power point) for the presentation.
• Grading is based on a two rubrics

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Active Lifetime Project
Summative Assessment Example 1

• Rubric 1 Evaluate peer presentation worksheet
  responses
• 4 grading categories advanced, proficient,
  approaching proficiency, below proficiency
• Advanced presentation and worksheet responses
  outline activity in a convincing, detailed,
  manner using multiple, relevant examples
• Proficient presentation and worksheet outline
  activity and reflects one example that is
  relevant
• Approaching Proficiency presentation and
  worksheet describes activity
• Below Proficiency presentation and worksheet
  state activity, does not provide examples and/or
  relevancy

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Active Lifetime Project
Summative Assessment Example 1

• Rubric 2 Evaluates evidence of participation
• 1. Advanced Student provides multiple examples
  of evidence reflecting the activity connection to
  a healthy lifestyle. Evidence is
  convincing/insightful to peers.
• 2. Proficient Student provides one piece of
  evidence reflecting the activity connection to a
  healthy lifestyle.
• 3. Approaching Proficiency Student provides one
  piece of evidence.
• 4. Below Proficiency Student does not provide
  any evidence.

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Yoga Project
Summative Assessment Example 2

• Project Description
• Yoga uses a combination of specialized movement
  forms in a variety of activities. Students
  implement a sitting, lying, and standing sequence
  of Yoga poses.
• Students develop a Yoga routine using a
  combinations of specialized movement forms and
  present the routine to the class, explaining each
  pose with clear directions.
• Grading is based on one rubric.

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Yoga Project
Summative Assessment Example 2

• Rubric Evaluates student creation and
  presentation of yoga pose sequences
• 1. Advanced Perform with clear direction 3
  sitting, 3 lying, and 3 standing poses with
  proper form. Sequence is smooth and consistent
  during the Yoga routine. Provide at least 2 cues
  for each pose.
• 2. Proficient Perform 3 sitting, 3 lying, and
  3 standing poses with proper form. Provide at
  least 2 cues for each pose.
• 3. Partially Proficient Perform less than 3
  poses in each category with inconsistent form.
  Provide less than 2 cues for each pose.
• 4. Below Proficiency Performs one pose or less
  in each category with inconsistent form. Provides
  no cues.

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Content Performance Standards Portfolio Project
Summative Assessment Example 3

• Project Description
• Students compile the best formative assessments
  of the semester in a portfolio.
• The portfolio helps students illustrate how they
  have achieved each standard movement forms,
  cognitive concepts, active lifestyles, and
  physical fitness.
• Portfolio should be organized and in proper
  format. Each standard section has a minimum of
  two assessments, including an explanation that
  makes the connection of how standards are met.
• Grading is based on one rubric

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Content Performance Standards Portfolio Project
Summative Assessment Example 3

• Rubric Evaluates student portfolio
• 1. Advanced Portfolio is organized and easy to
  follow using multiple quality assessments.
  Includes thoughtful analysis of the relationship
  of the standard to the assessments.
• 2. Proficient Portfolio is organized and uses
  two quality assessments for each standard.
  Includes thoughtful analysis of the relationship
  of the standard to the assessments.
• 3. Partially Proficient Portfolio uses less
  than two assessments for each standard. Includes
  some connection between the standard and the
  assessments.
• 4. Below Proficiency Portfolio is incomplete
  with few assessments. No connections are provided
  between the standard and the assessments.

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Physical Fitness Record Project
Summative Assessment Example 4

• Project Description
• Students complete a series of physical fitness
  tests based upon the health-related components
  aerobic capacity, muscular strength endurance,
  flexibility, body composition.
• Students train for the tests which are given at
  the beginning of the school semester and again at
  the end.
• Scores are compared to national standards to
  provide students with realistic goals, help gauge
  current fitness levels, target areas for
  improvement.
• Grading is based on the point values determined
  by the national standards.