课程评估(CBA)
CBA的信息
- 正规的棋牌平台排行榜 will implement 社会研究CBAs in grades 3-12.
- State required Civics CBAs will be implemented in grades 5 ( You Decide), 7(宪法事务), 及12(宪制事宜).
- CBAs are designed to be embedded within existing 社会研究 and History units.
- 老师可以指定一个题目, 提供文本, and use High Leverage Teaching Practices and Balanced Literacy Strategies to scaffold student learning for success on CBAs.
- Students can be assigned a topic and informational text or receive support in choosing a topic and researching information. They can collaborate in small groups or whole class learning experiences as they research the CBA topic.
- Students must complete an individual Classroom Based Assessment product which will be scored using the CBA rubric. This will be the score reported to the district and OSPI.
常见问题
Are the 社会研究CBAs different than a WASL test?
是的. CBAs in 社会研究 engage students in authentic intellectual work that requires them to develop background knowledge and use research, 阅读, 写作, 以及创造产品的批判性思维能力.
真正的智力工作,使学生参与“知识建构”, 通过使用有纪律的调查, 产生话语, 产品, 或者有超越学校价值的表演.金，纽曼 & 卡迈克尔,2007
What grade levels are required by state law to implement CBAs?
新的州法律(RCW 28A).230. 095) requires that “…school districts shall require students in the fourth or fifth grade, seventh or eighth grade and the eleventh or twelfth grade to each complete at least one classroom-based assessment in civics.” 正规的棋牌平台排行榜 has chosen 5th grade (You Decide CBA), 七年级(宪法问题CBA), 12年级(宪法问题CBA).
What is the 正规的棋牌平台排行榜 requirement for the implementation of CBAs at other grade levels?
正规的棋牌平台排行榜 will require that all students in grades 3 through 12 engage in CBAs. 除了五年级的公民学要求, 7和12, teachers may choose from a number of CBAs that focus on History, 地理位置, 经济学, 和公民.
CBA是个人评估还是集体评估?
Each student must complete their 社会研究CBA individually. They can participate in group learning experiences that help them build background knowledge to be successful on their written product, 但是他们在写作方面得不到帮助. CBA应该在课堂上完成, and students may be given more than one class period to complete their CBA.
Can students respond to the CBA prompt in a format other than a paper?
是的. The OSPI wording on each CBA document is that it may be a “paper or presentation”. “Students may do a paper or presentation in response to the CBA provided that for either format, there is documentation of this response that someone outside their classroom could easily understand and review using the rubric (e.g., a videotaped presentation, an electronic written document).”
cba是如何得分的?
Individual teachers or teams of teachers at each school can score the CBAs. It is recommended that teachers attend a scoring training with OSPI, 但如果这是不可能的, SPS will be providing periodic training in scoring CBAs.
How do we report our scores, and who sees the results?
CBA scores will be reported electronically through 正规的棋牌平台排行榜. 目前, OSPI will just want to know the number of students in grades 5, 7, 还有12人参加了CBA, but 正规的棋牌平台排行榜 will require that we also document student scores.
Are CBAs in 社会研究 meant to be formative or summative assessments?
在理想的情况下, in the process of engaging in authentic intellectual work, students will be assessed both “for” and “of” their learning. Teachers will scaffold skills and the development of schema through a series of learning experiences in a focused context so that students can be successful on their final paper or presentation.
正规的棋牌平台排行榜 Schedule for Required * and Recommended 华盛顿 State Classroom Based Assessments in 社会研究:
| 年级 | 社会研究CBA | 可能的主题 |
|---|---|---|
| K | 可选:改编深挖或谁的规则 | Ho do We Make Rules That Work for Everybody in Our Classroom |
| 1 | 可选:适应的人在移动 | 我们的家人是如何来到西雅图的? |
| 2 | 可选:改编你决定或谁的规则? | Learning about the Seattle City Council: Who Decides the Rules for Our City? |
| 3 | 文化的贡献 | 我们从杜瓦米什人身上学到了什么? |
| 4 | 的规则? 或深挖，或冲突的原因** | Dig Deep: Multiple Perspectives on the 华盛顿 Territory Treaties of 1855-58 |
| 5 | 你决定*(公民): 所有的学生 | Your Voice Counts: Fighting Dogs Breed Ban in Seattle |
| 6 | 流动的人，或不朽的文化 | Enduring Cultures: Mesopotamia, the Land Between Two Rivers |
| 7 | 宪法问题*(公民):所有学生 | 搜索 and Seizure: To 搜索 or Not to 搜索 – your 4th Amendment Right to Privacy Japanese Internment: Common Good vs. 个人权利 |
| 8 | Humans and the Environment, or, Causes of Conflict, or Dig Deep** | Dig Deep: How the Mongols Influenced both East and West Causes of Conflict: Stevedore – The West Coast Dockworkers Strike of 1934 and its Affect on Unions and Labor in Seattle |
| 9 | Causes of Conflict, or, Technology Through the Ages** | 冲突的原因:“记住缅因河!” Spanish-American War Causes of Conflict: Understanding the Beginning of World War One |
| 10 | Causes of Conflict, or, Technology Through the Ages** | 冲突的原因:“记住缅因河!” Spanish-American War Causes of Conflict: Understanding the Beginning of World War One |
| 11 | 你和经济，或者，深挖** |
The Great Depression: How The US Economy Affected the World Market, and How it Recovered |
| 12 |
宪法问题*(公民): | v哈姆迪. 拉姆斯菲尔德:人身保护令和行政权 |
* (in bold) These are required by state law (RCW 28A.230.095)
** These examples of CBAs are recommended by the state,and 正规的棋牌平台排行榜 will implement these for all studentsbeginning in the 2008-09 school year. Teachers may choose from a listavailable on the OSPI website.