Whitetail Deer Whitetail Deer Assessment Photo Assessment Photo

AlbumAlbumAtchley StackhouseAtchley Stackhouse

EDUC 6731C-3EDUC 6731C-3

Assessment for Student Assessment for Student Learning Learning

PurposePurpose

The purpose of this assessment The purpose of this assessment photo album is to give students an photo album is to give students an idea of what to expect in the unit on idea of what to expect in the unit on the Whitetail Deer. It outlines check the Whitetail Deer. It outlines check points throughout the unit and points throughout the unit and shows students what they will need shows students what they will need to know and do.to know and do.

It also helps teachers to create a It also helps teachers to create a timeline of the unit. timeline of the unit.

Learning Goals Matched Learning Goals Matched to Assessmentsto Assessments

Learning Goal: Identify and evaluate Learning Goal: Identify and evaluate characteristics related to the whitetail characteristics related to the whitetail deer including components of habitat, deer including components of habitat, population factors, interspecies population factors, interspecies relationships, and antler development relationships, and antler development and aging, while using interdisciplinary and aging, while using interdisciplinary standards in the areas of reading, standards in the areas of reading, writing, speaking, and listening, writing, speaking, and listening, mathematics, and environment and mathematics, and environment and ecology.ecology.

Learning Goals Matched Learning Goals Matched to Assessmentto Assessment

Standard Assessment

Reading, Writing, Speaking, and Listening

Take Home Survey, Boone and Crockett Presentation Preparation, Boone and Crockett Presentation, Bell Ringers, Unit Exam

Mathematics Fractions of an Inch Activity, Boone and Crockett Score Sheet, Bell Ringers

Environment and Ecology Boone and Crockett Presentations, Bell Ringers, Unit Exam

Diagnostic AssessmentsDiagnostic Assessments These assessments will allow the instructor to These assessments will allow the instructor to

determine what prior knowledge is available and determine what prior knowledge is available and student’s interest level.student’s interest level.

One of the diagnostic assessments is a survey for One of the diagnostic assessments is a survey for students to complete with their parents. students to complete with their parents. Questions on the survey include:Questions on the survey include:

Do you or anyone in your family hunt whitetail deer?Do you or anyone in your family hunt whitetail deer? Has anyone in your family attempted or successfully scored a Has anyone in your family attempted or successfully scored a

whitetail deer using the Boone and Crockett scoring method, and if whitetail deer using the Boone and Crockett scoring method, and if so, What did it score?so, What did it score?

What does the term “fair chase” mean?What does the term “fair chase” mean? What do you think the population of whitetail deer is in the county?What do you think the population of whitetail deer is in the county? On average, how many hunters do you think there are in the On average, how many hunters do you think there are in the

county?county? What do your parents know about the whitetail deer?What do your parents know about the whitetail deer? What do you think you will learn in this unit of study?What do you think you will learn in this unit of study? What do you want to learn in this unit of study?. What do you want to learn in this unit of study?.

Diagnostic AssessmentsDiagnostic Assessments

The second diagnostic assessment is a The second diagnostic assessment is a measuring activity to see if students measuring activity to see if students remember the break down of fractions remember the break down of fractions of an inch, which will be need during of an inch, which will be need during the antler scoring activity.the antler scoring activity.

Students will need to label a fraction of Students will need to label a fraction of an inch on a diagram show an enlarged an inch on a diagram show an enlarged inch, measure a line and record the inch, measure a line and record the measurement, and read a measurement measurement, and read a measurement and draw a line the length indicated.and draw a line the length indicated.

Fraction WorksheetFraction Worksheet Label the fraction of an inch that the arrow Label the fraction of an inch that the arrow

points to.points to.

Measure the length of the line to the nearest Measure the length of the line to the nearest 1/16”.1/16”.

1. __________________________________1. __________________________________

2. ___________________________________________2. ___________________________________________

Draw a line the length that is stated. BE Draw a line the length that is stated. BE PRECISE!PRECISE!

1. 5/8”1. 5/8”

2. 6 2. 6 1/161/16””

3. 4 ¾”3. 4 ¾”

Formative AssessmentsFormative Assessments These assessments will be incorporated These assessments will be incorporated

throughout the unit to monitor student throughout the unit to monitor student understanding.understanding.

One of the formative assessments includes One of the formative assessments includes questions related to the Boone and Crockett questions related to the Boone and Crockett Scoring, which will assist students in preparing Scoring, which will assist students in preparing for the formal speaking presentation.for the formal speaking presentation. During this assessment, the students must really During this assessment, the students must really

think about how they went about scoring their think about how they went about scoring their antlers and how the different measurements antlers and how the different measurements influence the results. influence the results.

This assessment gives students a glance at their This assessment gives students a glance at their progress, and they can then discuss with their progress, and they can then discuss with their partners what they will be including in their partners what they will be including in their presentations and who will have what parts of the presentations and who will have what parts of the presentation. Partners will also discuss what presentation. Partners will also discuss what information they may need to gather in order to information they may need to gather in order to fulfill the requirements of the presentation, setting fulfill the requirements of the presentation, setting their own learning goals and self-evaluating.their own learning goals and self-evaluating.

Boone and Crockett Boone and Crockett Questions for Speaking Questions for Speaking

PresentationPresentation Students must explain their antlers Students must explain their antlers

score, why the antlers received that score, why the antlers received that score, faults of the set of antlers, score, faults of the set of antlers, how they may have scored better, how they may have scored better, what they learned while scoring the what they learned while scoring the antlers, and how they can use what antlers, and how they can use what they learned in an alternative they learned in an alternative application.application.

Formative AssessmentsFormative Assessments

Another formative assessment during the unit Another formative assessment during the unit is bell ringer questions at the beginning of is bell ringer questions at the beginning of each class. each class. These questions will consist of information These questions will consist of information

previously learned in the unit or questions for previously learned in the unit or questions for thought that will be included in the lesson that day. thought that will be included in the lesson that day.

Bell ringer questions will be answered prior to Bell ringer questions will be answered prior to beginning the lesson that day. beginning the lesson that day.

Students will keep a log of bell ringers throughout Students will keep a log of bell ringers throughout the unit and use them when completing the study the unit and use them when completing the study guide and the summative assessment at the end of guide and the summative assessment at the end of the unit. the unit.

Summative Assessments-Summative Assessments-Performance BasedPerformance Based

These assessments These assessments are like a closing for are like a closing for the lesson or unit. the lesson or unit.

One of the summative One of the summative assessments includes assessments includes the scoring of the the scoring of the Whitetail Deer Whitetail Deer antlers and the antlers and the completion of the completion of the score sheet.score sheet.

Summative AssessmentsSummative Assessments

Another summative assessment is Another summative assessment is the formal speaking presentation the formal speaking presentation about the scoring process and about the scoring process and results of the student’s set of results of the student’s set of antlers.antlers.

This assessment will use a rubric This assessment will use a rubric and questions to help students and questions to help students develop their script.develop their script.

Boone and Crockett Antler Scoring Presentations

Needs Improvement1

Meets Expectations2

Exceeds Expectations3

Comments

Content Presenter did not answer all of the required questions

Presenter did not understand the learning goals of the assessment

Presenter included answers to all of the questions, but they were not easily transitioned

Presenter got the gist of the learning goals, but they do not fully understand the main ideas

Presenter included answers to all of the guided questions/statements throughout their presentation, having good transitions from each topic/item

Presenter fully understand the purpose of the assessment and relate to learning goals

Public Speaking Skills

Presenter did not speak an appropriate volume, they were to quiet or too loud

Presentation was fast, unclear, and not understood

No eye contact is used

Presenter spoke so that they could be heard for most of their presentation

Presentation was fast, unclear, and hard to understand and follow

Student has some eye contact, but refers to their script often

Presenter spoke an appropriate volume so that they could be heard in the back of the classroom

Presentation was well paced, clear, and easily understood

Student maintains good eye contact with the audience, seldom referring to their script

Organization Audience cannot understand the presentation because there is no sequence of information

Audience has difficulty following the presentation, but can get the main ideas

Audience can understand the information because it is in a logical, interesting format

Summative Assessments- Summative Assessments- Pencil and PaperPencil and Paper

The last summative assessment is The last summative assessment is the unit exam. This consists of the unit exam. This consists of multiple choice, true/false, and short multiple choice, true/false, and short answer questions. answer questions. Example Questions:Example Questions:

A TRUE true/false question: Under the “fair A TRUE true/false question: Under the “fair chase” model, animals must be taken in an chase” model, animals must be taken in an ethical, sportsmanlike, and lawful manner. ethical, sportsmanlike, and lawful manner.

Sample Questions for Sample Questions for Paper and Pencil Paper and Pencil

Summative AssessmentSummative Assessment The _______________ model used by Boone and Crockett The _______________ model used by Boone and Crockett describes conditions of hunting an animal that is ethical, describes conditions of hunting an animal that is ethical, sportsmanlike, and a lawful pursuit and taking of any free-sportsmanlike, and a lawful pursuit and taking of any free-ranging wild, native North American big game animal in a ranging wild, native North American big game animal in a manner that does not give the hunter an improper advantage manner that does not give the hunter an improper advantage over such animals.over such animals.

Which of the following can be used when hunting and Which of the following can be used when hunting and harvesting an animal under Boone and Crockett’s “fair chase” harvesting an animal under Boone and Crockett’s “fair chase” model? model?

a. A 30-06 rifle (correct answer)a. A 30-06 rifle (correct answer)

b. A boat (distracter)b. A boat (distracter)

c. A tranquilizer gun (distracter)c. A tranquilizer gun (distracter)

d. A truck (distracter)d. A truck (distracter) What is the importance of the “fair chase” model as it pertains What is the importance of the “fair chase” model as it pertains

to wildlife management and hunting regulations?to wildlife management and hunting regulations?