Social Studies Assessment Planning Guide

1. A Picture of Practice Planning assessment of learning in social studies • What? Key content, concepts, vocabulary • How? Key skills and tasks (written/visual/oral/material) • Why? Critical thinking and application to citizenship

2. Social Studies Assessment : Planning Template

3. Social Studies Assessment : Planning Template

4. Social Studies Assessment : Planning Template

5. Social Studies Assessment : Planning Template

6. Social Studies Reporting Categories and Indicators

7. Social Studies Reporting Categories and Indicators

8. Social Studies Reporting Categories and Indicators

9. Level 4 • Demonstrates comprehensive in-depth knowledge of the themes and topics studied. • Demonstrates thorough understanding of the key concepts related to the study of human societies past and present, near and far. • Demonstrates skillful and objective organization of knowledge and mastery of related vocabulary. • Independently determines the relevance and significance of factual information. • Makes insightful connections across historical, cultural and geographic contexts. • Synthesizes social studies information and recognizes the complexity of social studies questions.

10. Level 3 • Demonstrates very good knowledge of the themes and topics studied. • Demonstrates a clear and accurate understanding of key concepts related to the study of human societies past and present, near and far. • Demonstrates the ability to classify knowledge and information. • Uses key vocabulary correctly. Level 2 • Demonstrates basic knowledge of the topics and vocabulary studied. • Requires guidance to organize information in the study of a topic. • Can provide some facts and examples to illustrate a concept.

11. Level 1 • Demonstrates minimal acquisition of knowledge of the topics studied. • Requires support with concepts and vocabulary. • Has difficulty with the organization of knowledge. ND • Has not demonstrated acquisition of basic knowledge of topics studied.

12. Level 4 • Generates thought-provoking questions about social studies topics and themes. • Selects and interprets information from a wide range of reliable sources. • Includes and analyzes diverse perspectives on a question. • Compares and evaluates the reliability of information sources. • Accurately and comprehensively records and organizes information and ideas from a range of sources. • Independently chooses the most effective means of communicating ideas and information. • Creatively and persuasively conveys information and ideas using a variety of media.

13. Level 3 • Poses clear questions to guide research. • Selects information sources from within given research parameters. • Is able to distinguish facts from opinions in information sources. • Interprets information and ideas from various sources. • Considers diverse perspectives on a social studies theme or topic. • Systematically records and organizes information and ideas from several sources. • Communicates ideas and information effectively using various media.

14. Level 2 • Poses basic questions as research topics. • With guidance, is able to distinguish fact from opinion in information sources. • Poses basic questions about the accuracy of information sources. • With support, is able to distinguish diverse perspectives on a topic or theme. • Records basic information using a provided model or template. • Communicates ideas and information in a basic presentation format.

15. Level 1 • With guidance, formulates a research question. • Consults information sources provided. • Records minimal information based on a template or model. • Requires prompting and guidance in order to share ideas and information. ND • Has not demonstrated basic research and communication skills.

16. Level 4 • Thinks critically and creatively about social actions and decisions undertaken by individuals and groups. • Purposefully considers human interdependence at the local, regional, national and global levels when making decisions. • Proposes and responds to alternative approaches to a social question. • Independently generates an informed and ethically defensible stand on a social issue. • Compellingly stands up for social justice and human rights in actions and decisions. • Makes intuitive connections between democratic principles and daily life. • Purposefully engages in dialogue about the rights and responsibilities of citizenship. • Insightfully reflects on diversity and commonality among societies in diverse historical and geographic contexts. • Recognizes that democracy is an ongoing process in a changing and complex world.

17. Level 3 • Poses questions about the actions and decisions undertaken by individuals or groups. • Demonstrates an awareness of human interdependence at the local, regional, national and global levels. • Recognizes and is responsive to alternative approaches to a social question. • Uses information to support an ethical position on a social issue. • Supports fairness and human rights in actions and decisions. • Makes connections between democratic principles and daily life. • Engages in informed dialogue about the rights and responsibilities of citizens. • Reflects on about the historical and geographic context of social questions.

18. Level 2 • Considers the advantages and disadvantages of human decisions or actions regarding a social issue. • Acknowledges that human beings depend on one another in communities and societies. • Explores new approaches to a social question or issue. • Recognizes that a position must be supported by valid information. • Considers fairness and human rights in actions and decisions. • Demonstrates a basic awareness of the rights and responsibilities of citizens. • With prompting, considers the historical and geographic context of a question.

19. Level 1 • Shows a basic awareness of human interdependence. • Begins to apply a sense of fairness with respect to social questions. • Has a rudimentary awareness of the influences of time and place on social questions. ND • Has not yet demonstrated critical thinking as applied to democratic citizenship.