Elise Johnson
CTER5

EdPsych490ASA
Major Project

Stage 1

Project Proposal:

The students in my fourth grade class needed to understand how to read a variety of maps, not only to be successful on the required ISAT tests, but also as a necessary skill in their future lives. I have taught map skills to my class in the past, and have found that the paper/pencil tests do not demonstrate whether or not my students fully understand the concepts involved in mapping. This is especially the case where the slow learners may understand a map, but have difficulty reading the test question.

We have adopted a new textbook this year, so this is the perfect chance for me to try a new way of truly assessing my students. Therefore, my proposal is to develop a way in which my students will show me what they have learned by creating the various types of maps required. They will be asked to create cities, neighborhoods, countries, etc and will be responsible for adding a variety of items to their maps. Then, I will develop a different way to assess my students’ understanding of the topic by creating rubrics, rather than using the multiple choice tests published by the textbook company. Hopefully, my students will then be able to use these map skills to exhibit their understanding on the ISAT tests next semester.

 

 

KWL Chart:

 

 

What I Know

What I Want to Learn
What I Have Learned

1. I know that fourth grade students are required to learn about the various types of maps and that often the textbook-made tests do not reflect their knowledge of the subject.

2. I know that some of my students have problems reading and understanding questions on paper/pencil tests.

3. I know that my students, especially those with learning problems, enjoy becoming actively involved in the learning process.

4. I know that my students, especially those with learning problems, are more successful working in cooperative groups on projects, rather than just memorizing facts.

5. I know that my assessment of hands-on projects needs to improve in the future.

6. I know that Social Studies is one of two subjects tested on the ISAT tests given to fourth graders, so my curriculum needs to focus on many map-reading skills.

1. I am curious if my students' active participation in map skills will enable them to score higher on standardized tests? (Results will not be available until late spring.)spring.)

2.Will a rubric that outlines my expectations and given before the onset of the project, enable my students to perform better?

3.Will this change in assessment improve the grades of those students who normally have problems reading social studies tests?

4. Will I find that using a rubric enables me to better assess whether my students have mastered a particular map concept?

1. I have learned that when I give my students a rubric that has more details, they are able to perform better.

2. I have observed that my slower students' grades are improving because they are able to demonstrate their learning of map skills in a more concrete way without reading a test, though it is still a struggle for them.

3. I have learned that my students are able to demonstrate their understanding of map skills better when I use a rubric to assess their work.

4. I have learned how well my students can perform in group projects if the guidelines are clear and explained to them before the project is assigned. It was great to see most of the students working together and being patient with each other.

5. The results of the standardized testing will be available in late spring. At that time, I hope to learn whether or not my students performed better on these tests after altering my assessment methods.