KAT2__Task_1.docx KAT2 Assessment for Student Learning Western Governors University KAT2- Assessment for Student Learning Assessment Overview: I am currently working as a 4th grade teacher. There are 26 students in
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KAT2__Task_1.docx KAT2 Assessment for Student Learning Western Governors University KAT2- Assessment for Student Learning Assessment Overview: I am currently working as a 4th grade teacher. There are 26 students in my class, 14 boys and 12 girls. We have been learning about Early & Medieval African Kingdoms and it is our final history unit for the year. Students read chapter three which focused on the Trans-Sahara trade. There were three objectives provided at the start of the lesson: “Describe how, what, and by whom trans-Sahara trade was conductedâ€, “Understand the importance of the trans-Sahara trade.â€, and “Understand the meaning of the following domain-specific vocabulary: caravan, mosque, quarry, splay, cowrie shell, and kola nut.†(Hirsch, Early and Medieval African Kingdoms: Teacher Guide, 2016, p. 37). The assessment consists of seven questions total with 6 questions being objective-based, and the final question being performance-based. The 6 objective based questions are multiple choice, true & false, and multiple answer questions. Students are able to receive a total of eight points in this section. The performance- based question is a written response. A rubric has been used to determine students grade. There are three categories each worth two points. To receive full credit, students are expected to answer the question, cite evidence, and explain how the evidence connects to the answer. If the student does so, they receive the full six points. A1. Objectives-Ba. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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