Design a Thematic, Interdisciplinary Unit: Part 2

Design a Thematic, Interdisciplinary Unit: Part 2
Submit the assignment by of Module 4.
In the Module 3 Application, you designed an interdisciplinary unit for second language
learners. In this module, you will continue to work on your unit by designing a formative
assessment and rubric to measure student performance and an intervention activity for
those who do not master an objective/outcome the first time.
In this module’s presentation, you learned that modified or alternative assessment is a viable
means of evaluating the performance of second language learners. As you design your
assessments, think in terms of alternative rather than traditional assessments. To stimulate your
thinking, consult the article, “Practical Ideas on Alternative Assessment for ESL Students” on
the Module 4 Learning Objects page.

 View/Download the Template Tables download(DOC) for use in this assignment.
 Create a Word document for your response.
 Use APA format for the title page, references page, and paper.
 Complete the directions to complete each part of the assignment.
Part 1: Formative Assessment
The goal of formative assessment is to find out what students know and don’t know, so
instructional adjustments can be made to ensure learner success.
Step 1. Write one or two well-developed introductory paragraphs summarizing your work from
Module 3 and providing a context for this module’s work. Remember that when providing the
context, you should include statements that would lead your readers to the sources you have
studied to support your content in the paper. This means you will need to build the Introduction
in such a way that it will also reflect the background of the topic of the paper supported with the
sources.
Step 2. Locate a professional, scholarly source of information outside the course on the
assessment of ESL-bilingual students. Cite the source in your response with a full APA
bibliography at the end of the response.
Step 3. Consider the ideas mentioned in the source in terms of your unit, objectives/outcomes,
and activities. How can you best formatively assess student performance at the conclusion of
Week 1 of the unit?
Step 4. Create a two-column table using APA format. Title the first column “Unit Objective.” Title
the second column “Formative Assessment.”
Introduce and describe the table in narrative form.
Complete the table by listing the objectives/outcomes you will assess and describing the format
of the formative assessments you will use to do so.
Part 2: Assessing by Rubric

Rubrics are written criteria that provide expectations of what students will need to know and be
able to do to receive a given grade and/or feedback. Rubrics help instructors develop clear
learning objectives for their students and, if provided to students prior to the activity, serve to
guide their efforts.
Step 5. Access the resources:
 How to Develop a Rubric (Links to an external site.) – Jill L. Lane
 Create a New Rubric (Links to an external site.) – Rubistar
Tutorials for using Rubistar are available: Digital Learning Connections Resources and Tips.
 Note: The Rubistar rubrics are examples only. Do not choose a rubric from Rubistar to
submit with your assignment. Create an original rubric.
Step 6. Introduce and describe your rubric in narrative form.
Step 7. Create a table in your Word or text document and develop a rubric for your formative
assessment. You may use the template in the Template Tables document (linked above), or re-
create the chart yourself.
 State the grade level and language level.
 List the objectives/outcomes you will assess by rubric in the first column.
 Specify the performance levels. You may use numbers (for example, 1, 2, and 3) or
words (for example, Basic, Proficient, and Advanced).
 In the boxes below each performance level, describe what students must be able to do
to achieve that level on the outcome.
Part 3: Intervention
Step 8. Review the learning objectives/outcomes for your instructional unit.
Step 9. Introduce and describe the table in narrative form.
Step 10. Create and complete the table with the information below. You may use the template
in the Template Tables document (linked above), or re-create the chart yourself.
 State the grade level and language level.
 Design an intervention for students who may not master an objective/outcome the first
time as shown by their performance on the formative assessment.
 Describe the intervention.
 Describe how you will assess the effectiveness of the intervention.
Step 11. Write a well-developed concluding paragraph to your paper.

Please read the Assignment Guidelines (Links to an external site.) before you begin working.
Rubric