Assessments for performance-based objectives

1A-Students will write a needs assessment: The assessment will be a rubric that contains an element for each component that should be included in a needs assessment report, with 3 levels of performance for each element (Excellent, Adequate, Needs Improvement). Each of the elements will contain criteria based on thoroughness, clarity, and that the needed information was represented. Other elements included would rate grammer, spelling, correct formatting, etc.

1B-Students will conduct a needs assessment: The assessment will be a combination of a checklist and a rubric. The checklist will identify whether specific tasks were performed or not. The rubric will rate how well the student performed the tasks that could be performed at various levels of quality (such as, did they ask the right questions, did they collect data in the most efficient manner, did they process the data to answer the questions it was intended to, etc.)

1C-Students will plan a needs assessment: The assessment will be an oral presentation of the plan. The student(s) will present the plan in a "proposal" format to the instructor. The student will be required to clearly explain how their plan is suited to their specific situation, and how their methods of data collection and analysis are appropriate and are the best choices. Then the instructor will ask the a series of questions to challenge their plan. The students will have to explain why the choices in their plan were the best choices.

2A-Students will write a research paper on Romeo and Juliet: A rubric will be used to assess the research paper. Students will be assessed on the following:
- did the paper answer the research question?
- did the paper make the points that needed to be made?
- did the paper adequately communicate the research found, why it's relevant, how it relates to the other research sources, etc.?
- did the paper follow the correct format, was grammatically correct, etc.?

2B-Students will research Romeo and Juliet: This assessment will be an observation checklist with additional comments to evaluate how the student(s) perform their research. The checklist will identify if the students developed a solid research question, sought information that is relevant to the research question, sought for information in the most appropriate locations, etc.

2C-Students will analyze Romeo and Juliet: This assessment would be an essay exam. The students will have been a series of points to consider. The essay questions will require that the student explain in their own words based on the analysis they had performed. The student responses will be graded on depth, breadth, and clarity.

3A-Students will reduce fractions: students will solve a set of problems on paper, providing all steps on paper. The responses will be graded on the steps taken to solve the problem as well as the final solution.

3B-Students will demonstrate how to reduce fractions: Students will individually work a fraction problem on the board, and verbally explain each step as they go. Students will be graded how clearly, thoroughly, and accurately they perform the task.

3C-Students will list the steps to reduce fractions: The students will be given a set of fractions, and then will document each step necessary to completely reduce each fraction. The instructor will read the list, then question the student on why they chose the order of steps that they did. The student will be graded on the initial list as well as their "defense" of the list.

3D-Students will identify reduced fractions: This assessment will be a worksheet that present the students with a series of fractions at various stages of being reduced. The student will circle the fractions that are completely reduced.

Students will UNDERSTAND cell division

4A-Students will MODEL cell division: a checklist will identify that each step is represented as the students demonstrate cell division using yarn and paper plates.

4B-Students will IDENTIFY stages of cell division: Students will match images of real cells to the appropriate stage.

4C-Students will EXPLAIN cell division: the students will be assessed with a checklist/rubric. The checklist will identify that the student mentioned the steps and in the correct order, the rubric will rate the quality of explanation (throroughness, clarity, etc.).