HS+Cornerstone+Assessments

= = =__High School Cornerstone Assessments __= = =

Cornerstone Assessments...
 **Asian History Cornerstone Assessments**  The following ** four ** **“cornerstone” assessments** * (Document Analysis, Cause and Effect, Research Skills, Five Paragraph essay writing) were constructed by the high school Social Studies Curriculum Review team as an articulation of the skills that we believe serve as the foundation, or cornerstone, for our students’ learning.
 * ===Anchor the curriculum around important, recurring tasks. ===
 * ===Require understanding and transfer of learning. ===
 * ===Provide evidence of authentic accomplishments. ===

Under each of the headings are sample rubrics **for our review**, our plan is to use these rubrics to guide us in creating one rubric for each of the four cornerstone assessments. These rubrics will then be used as a basis to assess the four cornerstone skills we believe our students should master through their time in our Asian history classes. These common rubrics provide the basic requirements in assessing the cornerstones, however teachers may add additional requirements, as they see fit, to accommodate specifics of their assignment.
 *  Eventually we will extend these cornerstones to all grades and modify these rubrics to "fit" with our expectations for our 10th - 12th grade non-IB and non-AP students as well.
 * At this point in time we are unclear on how these assessments fit into our assessment policy, whether they will be thought of as formative or summative.

=1. Document Analysis = ** Committee result: **

//Sample rubrics://



2. Cause and Effect
** Committee result: **

//Sample rubrics://

3. Investigative/Information Literacy Skills
** Committee result: **

//Sample rubrics://

** Committee result: **


Pudong's Addition to rubric options

//Sample rubrics://


 * Through our work on cornerstone assessments we noticed a potential gap in our Standards and Benchmarks; currently our S&Bs do not directly address the development of civic-mindedness and/or citizenship. It is the feeling of some on the committee that we need to bring these attributes into our curriculum and the cornerstone assessments.