Assessment Implementation

University of West Georgia

Kim Schreier
 Client’s Information

Jonathan Schreier, South Forsyth High School, US History

jschreier@forsyth.k12.ga.us

GA PSC: 717398

The Actual Assessment

Title of Performance Task: Bill of Rights Memes

Performance Task Overview: Students will create a meme for each of the Bill of Rights that

demonstrate understanding of content (10 memes in total). Students will use any electronic

meme generator, such as https://imgflip.com/memegenerator to create their memes

electronically. The meme should include an appropriate visual and text to show understanding

of each Bill of Right.

Approximate Duration of Performance Task: 90 minutes (1 block day class period). Students

will be told of assessment beforehand so that they can start brainstorming ideas.

Focus Standards:

SSUSH5 The student will explain specific events and key ideas that brought about the adoption

and implementation of the United States Constitution.

d. Analyze how the Bill of Rights serves as a protector of individual and states’ rights.

National Standards (NETS):

 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge,

and develop innovative products and processes using technology. a. Apply existing

knowledge to generate new ideas, products, or processes

6. Technology Operations and Concepts Students demonstrate a sound understanding of

technology concepts, systems, and operations. Students: a. understand and use technology

systems. b. select and use applications effectively and productively

Description of Teacher Directions:

After reviewing the Bill of Rights and reviewing the textbook with the actual wording of

the Bill of Rights, explain the in class project that will take place on the next class period. Make

sure that the day the students are doing the project is a block day, or 90-minute period, as the

students will need time to utilize creative thinking and write a reflection. Describe the project

the day before starting, to give students some time to brainstorm.

First, describe what a meme is. A meme is a picture with a short catch phrase on it to

entertain and inform an audience. Then, hand out student assignment sheet and review with

students.
 Student Directions

Bill of Rights Meme Activity

Task:

You will use a meme generator to create a meme that describes each of the amendments in the
Bill of Rights (10 total separate memes).

You can use any generator that you would like, but https://imgflip.com/memegenerator is good
one.

 Each meme should include a background picture that is connected to their text and/or the
actual Amendment.

 Each meme should also include a short phrase that links the image to the actual
amendment. Be sure that both the image, and the text of the memes pertain to the
content of whichever amendment that is being depicted. This text should demonstrate
your understanding of each Amendment.

 Have a meme for each Amendment (10 separate memes)

 After creating 10 memes, you need to post the memes to Padlet. You can create free
accounts and easily post these images onto a Padlet.

You will need to make the Padlet “public” and submit the url of the Padlet to the ItsLearning
assignment submission.
 Measurement Tool

Rubric Title: Rubric for Amendment Memes

Rubric Description: An analytic rubric is used where the main features of the project are broken

into scoring parts. The 4 main categories are demonstrating knowledge of Bill of Rights, using

images and words to convey meaning, using appropriate grammar and pictures, and ability to use

technology appropriately. For each scoring category, students are given between 1-5 points

based on knowledge demonstrated.

5 4 3 2 1
Exceptional Proficient Developing Beginning Needs Improvement

Shows a thorough Shows a thorough Shows thorough Shows thorough Shows thorough Shows thorough
understanding of understanding of understanding of understanding of understanding of understanding of
the Bill of all 10 7-9 4-6 2-3 amendments 0-1 Amendment.
Rights Amendments. Amendments Amendments. and some
understanding of
the other
Amendments.
Uses image and Uses images and Uses images and Use images and Uses images and Uses images and
wording that can wording that wording that wording to wording to wording to
relate to relate to all 10 relate to 7-9 of relate to 4-6 of relate a 2-3 of relate to 0-1 of
amendment Amendments. the the the the Amendment.
Amendments. Amendments. Amendments
Uses an appropriate All parts of project There is 1 grammar/ There are 2-3 mistakesThere are 6-4 mistakes There are more than 6
picture & correct show school spelling mistake in grammar, in grammar, mistakes in
grammar. appropriate pictures OR 1 inappropriate spelling, or use of spelling, or use of spelling, grammar,
and correct picture. appropriate appropriate or use of
grammar. pictures. pictures. appropriate
pictures.

Uses appropriate All 10 Amendment 7-9 Amendment 4-6 Amendment 2-3 Amendment 0-1 Amendment
technology to Memes are done Memes are done Memes are done Memes are done Memes are done
upload and submit electronically and electronically and electronically and electronically and electronically and
submitted submitted submitted submitted submitted
electronically. electronically. electronically. electronically. electronically.
Example of Student Work
Teacher Commentary: Overall, good job. I can tell that you understand the meaning of most
amendments, but would have likes to see more of a connection with the pictures to the words.
You did an outstanding job of displaying your understanding of the Amendments for the 4th, 7th,
8th & 10th . The sayings on those 4 really matched the pictures and showed your understanding of
the amendments. For the 2nd, 3rd, and 6th Amendment, your meme doesn’t show thorough
understanding of the Amendment. While you used the words of the amendment, it doesn’t show
as much understanding of the meaning. All of your work was submitted correctly and included
appropriate pictures.

Grade Assigned: 95

Report of Findings

The client reported that the students were engaged in the assessment and seemed to enjoy

it. The students did well using the textbook and given resources to find the meanings of the Bill

of Rights. The students were able to utilize the technology appropriately and efficiently. The

client reported that one student asked to take his own pictures. In the sense of time, the teacher

instructed to use the images already uploaded in the meme generator.

The client received the types of responses he was expecting. There were many creative

responses, while many similar responses. The students had trouble with the 9th and 10th

Amendments the most. The assessment was able to show their lack of complete understanding.

Next time this assessment is implemented, the teacher should let the students present

some of the memes and let the students explain how their meme relates to the amendment. It

would be interesting for the students to see the similarities and differences with their projects. It

can also be suggested that the students should pick 3 Amendments to write a description of why

their meme represents the Amendment. This could help when assessing the depth of

understanding.
 Report of Impact on Student Learning

, the students were able to demonstrate their understanding of the topic. Below is a visual

representation of the grade distribution.

Grade Distibution
for All Students

A B C F

The client gave this assessment to 120 students. Out of those 120 students, 84 students

made an A on the assessment. This is 70% of the students. 25 students, 21%, earned a B on the

assessment. Eight students earned a C, and three students did not pass. The overall student

average was a 91, with grades ranging from 100- 63.

 Grade Distribution Grade Distribution
for Special Education Students for Gifted Students

A B C F A B C F

The first graph above shows the grade distribution of the special education students that

took this assessment. There are a total of eight special education students that took this

assessment, which represents 7% of the total students. Three scored an A, three scored a B, and

two scored a C. The graph on the right shows the grade distribution of gifted students. There

were 17 gifted students who took this assessment, which is 14% of the students. 14 of these

students scored an A, while three gifted students scored a B.

Overall, students showed mastery over the concept and earned higher grades. Few

students scored below a B, which shows that the students completed the assignment and

demonstrated understanding of the Bill of Rights. When looking at the feedback on the graded

rubrics, students had the most points deducted from their thorough understanding of the 9th &

10th Amendment.

When looking at the sub group data compared to the whole group data, the special

education students visual representation shows that the special education students scored lower.

Instead of the grades being distributed similar as the whole group, there was a greater percentage

of the special education students that scored a B and C.

 Future Instructional Plans

For future instruction, the client plans on reviewing the 9th and 10th Amendment with the

entire class. Targeted instruction will be given to those students who scored a C or F on the

assessment by having these students watch a video on the Bill of Rights and fill out a graphic

organizer. The students will then need to recreate the memes that did not show understanding by

drawing their own picture of a person acting in accordance to the Amendment. The student will

also need to write a caption telling what the picture is depicting. For students who failed, the

teacher will pull students during IF (Instructional Focus Time) to discuss the meaning behind

each of these amendments and review the re-done assignment.