Identify unit of instruction to be taught and tested

• Select a textbook for Grade 5 or above. Any subject is OK. The Education Resource Center (ERC) has many.
• Select one unit of instruction from the text. Each book generally contains 12-14 major sections, which may be called chapters or units. Pick something that is equal to about 1/12 of the book, whatever its name.
• Check to see whether there is a teacher's manual that goes with the text. You can look through it for ideas for questions. You may use any questions you find. But be very careful, because the questions are often poor and they may not target the learning objectives you have specified.
• Think carefully about what you would want your students to learn, because constructing a test begins with identifying your learning objectives.

Project components to submit. Please type all components and staple each one separately.

1. Introduction
   • the topic taught
   • the grade level to be taught
   • how many lessons will be used to cover the topic and the topic each lesson will cover (a list with phrase to describe the topic each day)
   • the name, date, and publisher of the textbook from which the chapter is taken
2. A list of at least six specific learning outcomes (with a minimum of at least one at each Bloom level) that will be achieved during instruction.
3. A "two-way chart" (also known as a table of specifications) for the test. You may abbreviate the specific learning outcomes listed in the table, but please make sure that it is very clear which entry is for which learning outcome. You can use a numbering system, for example, so that I can cross-reference between the table and the list of learning outcomes (which I need to do when grading the project).
4. A summative test, which includes:.
   • complete directions for the students
   • 40 multiple choice (or interpretive) questions (no short answer or true-false). Matching is OK when you have a series of MC items that can be collapsed into a matching format, but only then.
   • mark the correct response to each multiple-choice question on the test itself
   • 2 restricted-response essay questions
   • 1 performance-based task
   • scoring rubrics for each of the 3 constructed-response questions (staple to the back of the test or include immediately after each question)
   • a separate scoring key listing all the correct answers--A, B, etc. (this is just to help me see whether your answers fall into a pattern)
5. Photocopy of the chapter.

• I am happy to answer any questions you have.
• You can also look at samples of projects from previous semesters.