Summative Assessment: Conceptual Knowledge + Procedural Knowledge + Metacognitive Knowledge

[see Chapter 5 in Tools for Teaching Conceptual Understanding for more resources]

Focus Standard(s) or Learning Outcome(s): 5.2: Histories & Stories of Ways of Life in Canada

General Outcome: Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada's heritage.

Concepts: people, stories, way of life, changes over time, diversity, heritage, culture, values, attitudes, information, identity, immigration,

Conceptual Questions:

What effect do stories have on ways of life, identity, and heritage? How does change impact ways of life, identity and heritage?

What is the role of diversity in nations, culture, and heritage?

Procedural Knowledge (skills):

Critically examine multiple histories and identities Place events in historical context

Procedural Questions:

What is the purpose of critically examining history and perspectives? What is the role of context in examining history?

Success Criteria [see p. 111-113, secondary and p. 135, elementary]:

• Conceptual Knowledge: I can explain a strong relationship between two or more concepts in my own words and provide powerful, clear examples (factual knowledge) that prove that relationship.
• Procedural Knowledge: I can place events in historical context and critically examine histories from multiple perspectives.
• Metacognitive Knowledge: I can explain the complexities and nuances of how new information confirms, complicates, or contradicts my understanding of concepts. I use a range of tools to monitor my thinking and select appropriate strategies to respond to the situation.

Engaging, novel scenario:

[What is the new situation that requires students to apply their learning about concepts and their relationships?]

Today, many new immigrants are arriving in Alberta. Select one or more of these groups, conduct first-hand interviews and create a story that explains and illustrates how the identity of this immigrant group(s) is shaped by both their previous country and their new home. Be sure to place their immigration in the larger historical context of our times and consider how their presence will influence the heritage of Canada in years to come.

How students will take-action in the world:

[What is the authentic audience for the students’ work? How will they present their work to this audience? How will the work impact the world?]

Students will read their stories to Grade 1 students and showcase their stories at the school library. Parents, students, and community members will record written or video testimonies about their reactions to these stories and these videos will be shared with the Minister of Canadian Heritage. We will contact this ministry to find out how the stories and reflections might be shared publicly.

Explanation/reflection piece:

[How will students explain their understanding in response to the conceptual and procedural questions]

Students will record written or video reflections and share them with the Ministry of Canadian Heritage.

Teacher Self-Check: Does this assessment…

• Present a completely new situation for students to analyze?
• Involve multiple concepts and a range of both broad and specific concepts?
• Require students to use their understanding of these multiple concepts and their relationships?
• Ask students to monitor their thinking and planning?
• Follow at least two (preferably more) transfer tasks that were completed in class?
• Utilize student responses to conceptual questions throughout the unit?
• Ask students to draw upon the factual knowledge of the unit to support their understanding of the novel situation?