Assessment Timeline

The following is a table that lists the assessments, organized by date and type of assessment given. Changes to the timeline will be determined by teacher depending on feedback and student learning.
Day Day 1 Day 2 Day 1-2 Day 2 Day 5 Day 6 Day 9 Day Day Day Day 1-10 1- 9 10 11 Entry Level Assessment KWL Chart Marginal utility Simulation Market Survey Marginal Utility Quick Write Market Wheat Simulation Supply& Demand Graphing Common Assessment Flipbook Homework Commentary Unit Test Formative Assessment Summative Assessment

Assessment Summary
The following is a summary of the types of assessments given in the timeline. Note that some additions have been made, primarily for teacher use of rubrics and discussion as a way to include participation of students into the assessment plan.
Entry Level Assessment KWL Chart: A KWL chart is a great way to assess prior knowledge of students as well as monitor progress they have made throughout the unit. A KWL chart is split into three sections: what you know, what you want to know, and what you learned. Prior to starting the unit, students will fill out the first two sections and as the unit progresses, they will eventually be able to fill in the last section. The main topics of the unit will be placed on the board, which will guide the responses of students. Marginal Utility Simulation: To introduce the concept of marginal utility, one student will participate in this simulation while others watch. In the simulation, a student will eat a donut and give their satisfaction (out of 10) of eating the product. The student will continue to eat, while recording their satisfaction after each one.

This will be a fun way to get students thinking about marginal utility and set up the lecture. Market Survey: To introduce the concept of demand, students will be placed with the task of taking administering a survey to friends and family. Students will choose a product (for example Coke) and insert prices (from say five cents through 5 dollars) and ask the participants how much of the product they would buy if it were at the given price. In the survey, students will graph the responses of the participants, which will show a downward slope. This task allows students to become involved in the process and give them a sense of what demand is prior to the lesson. Formative Assessment Marginal Utility Quick Write (and rubric): After the simulation and lecture on marginal utility, students will have a quick write in which they will be prompted to discuss what marginal utility is, give an example (other than the one simulated in class) of marginal utility, and discuss their reaction to the simulation. The quick write rubric will in essence be the extent to which the students discussed the appropriate and necessary material. Guided Notes: Students will be provided guided notes in which it is their responsibility to fill out the sections, which will be based on lectures, simulations, and other activities. The notes will allow students to play closer attention to the actual lecture and activity rather than writing down the lecture notes word for word. It will also be resource for students on their test. Market Wheat Simulation: In this simulation, students will be split up into a buy or a sell group. Students will be given a buy or sell card in which they try to make a profit by trading with a student with the opposite ticket. As students exchange, the numbers will be recorded and the process will continue for five rounds, each round lasting about five minutes. As the rounds continue and end, students will be able to see that the prices are coming to equilibrium, which is a result of the supply and demand of products. Common Assessment: A common assessment is a small quiz given throughout a district that all Economics classes take. Not only will this be good practice for students to show the skill and knowledge they have acquired, but also allow the teacher to determine what the needs of the students are in relation to the information from the unit. Supply & Demand Graphing Sheets: After both supply and demand are discussed and students are able to navigate through graphs, the students will engage in this worksheet which takes them through numerous situations and students are to determine the shifts in demand or supply. This will serve as practice for students, as supply and demand graphs are an important task as the unit progresses.

Flipbook: Throughout the unit, students will have opportunities to build up their flipbooks with supply and demand graphs. These flipbooks will be built at the direction of the teacher and will contain numerous squares to place each graph. The assessment will allow students to study their own graphs and will be a good reference for those struggling with the concepts. Think-Pair-Share: There will be numerous opportunities for students to participate in this activity throughout the unit. Students will be posed a question related to whatever topic is being discussed, and will continue to talk with their partner and share their results with the class and each other. Homework: Students will periodically throughout the unit be assigned homework, either a worksheet or work from the book. This will give students practice at the given topic and allow for them to investigate the material and information being given. The results of the homework and classwork will also allow the teacher to assess students and their needs. Summative Assessment Unit Exam: The unit exam will be a mixture of multiple choice, short answer, and free response (graphing) questions. The exam will cover all topics discussed throughout the unit and test the knowledge and skills that the students have acquired. Free Response Rubric: This rubric will help guide the scoring of the free response and graphing portion of the final exam, with the scoring being based on specific criteria given to the students prior to the test. Commentary: This assignment will combine the skills that students acquire and allow them to research a topic of interest from the unit. Students will take a main topic from the unit, find a current article regarding that topic, and write a summary of the article. The commentary should be at least 450 words and include the definition of the topic, a summary of how the topic relates to the article, and a graph. Commentary Rubric: The rubric of the commentary will be based on three main criteria; definition of the topic, summary of the relationship between the article and the topic (in essence being able to show that topic in the article), and a correctly labeled graph. Other criteria will include grammar, appropriateness, and correct use of the topic.