Instructional Unit 3: Performance Objectives and Assessments

Instructional Unit 3: Performance Objectives and Assessments 

Introduction 

This instructional unit provides the tasks necessary for 8th grade students to score an additional 20 points on the Social Studies 8th Grade STAAR Test compared to the score they received the previous year. These 8^th graders had failed the 7^th grade Social Studies STAAR Test. This performance objective should help these students raise their score an additional 20 points. Mr. Brown is the teacher hired to help these students pass the objective.

Specific Goal 

At the completion of the coursework, students will be able to describe, identify, and illustrate the reasons the United States of America sought Independence. In addition, they will be able to describe various Social Studies topics in complex arguments comparing them to difficulties the U.S. faces now. There are a total of 10 tasks and 3 First-Level Task Analysis steps.

Steps in Achieving the Instructional Goal, Performance Objectives, and Assessments 

CN = Condition B = Behavior CR = Criteria

Instructional Goal	Instructional Goal with Performance Context	Assessment
Goal: Students will be able to describe, identify, and illustrate the reasons the United States of America sought Independence	By reading about, participating in a PBL project, and presenting to the class (CN), students will gain an understanding of the USA’s pursuit for independence (B). The PBL and the class presentation will be used to determine the achievement of the goal (CR).	Students will create a complete PBL project that accurately depicts an understanding of countries’ pursuit for independence. In addition, their presentation to the class will reflect their newfound knowledge.
Steps in Instructional Goal	Performance Objectives	Assessment
I. Students will read about U.S. Independence in History book.	Using the textbook, students will read all paragraphs of the USA’s fight for Independence by themselves (CN), Students will reread all paragraphs in pairs (B), and while in pairs, students will summarize paragraphs (CR).	Students will be able to reiterate what the text says in their own words: Letter Grade Performance A-B Students are able to describe 4+ causes that led to the US pursuit for independence. C-D Students are only able to describe 3 to four causes that led to the US pursuit for independence. F Students are only able to describe less than 3 causes that led to the US pursuit for independence.
II. Student will create a Project Based Learning (PBL) project in which students develop solutions to countries currently seeking independence.	Students will research countries seeking independence (CN), brainstorm solutions U.S. took towards independence (B), and while in pairs, revise solutions to fit their country of choice (CR).	Students will demonstrate an understanding of problems facing countries seeking independence. They will show that they are aware of various solutions that could lead to independence. Letter Grade Performance A-B Students are able to describe 4+ causes of and solutions to the US pursuit for independence. C-D Students are able to describe 2-3 causes of and solutions to the US pursuit for independence. F Students are able to describe 1-2 causes of and solutions to the US pursuit for independence.
III. Students will present project to class	Students will present to class with 4-7 minutes of quality content to present (CN), using factual information to support their ideas (B), and be prepared to thoughtfully answer student questions about their project (CR).	Letter Grade Performance A Content was well researched, fit into a 4-7 min presentation, and questions were answered thoughtfully. B Content was mostly researched, barely clocked in at 4min, and/or responses were mostly accurate. C Content was hardly researched, clocked in at less than 4min, and/or responses were not accurate. D/F Content was not well researched, clocked in at less than 4min, and/or responses were not accurate.

Summary  

These 8^th grade students had a difficult time passing the Social Studies portion of the STAAR Exam while they were 7^th graders. With the help from Mr. Brown’s summer course, these students should be able to gain the knowledge necessary for up to 20 additional points on the STAAR Social Studies portion.