Assessments are provided for each lesson and include the following components:

• Learning Objective. Example: describe the difference between herbivores, carnivores, and producers.
• Student Performance. Example: Define herbivore, carnivore and producer.
• Recommended Points. Example: 1 point for each definition above (herbivore, carnivore and producer).

The assessment components above are based on Bloom’s Taxonomy, named after Benjamin Bloom, an educational psychologist. Bloom identified the following levels of learning or cognition and provided specific verb examples that represent learning activity:

• Knowledge: arrange, define, label, memorize, order, recognize, restate, and repeat.
• Comprehension: classify, discuss, express, identify, locate, review, and translate.
• Application: choose, demonstrate, illustrate, practice, sketch, solve, and write.
• Analysis: appraise, calculate, compare, contrast, differentiate, examine, question, and test.
• Synthesis: assemble, compose, create, develop, formulate, plan, propose, and write.
• Evaluation: appraise, argue, attach, choose, defend, predict, select, support, value.

Example of Assessment Rubric: Unit 1, Lesson 1

Example Assessment: Unit 1 Lesson 5 -Ruffe Musical Chairs
16 points total (Picking a subset of questions from those given with the lesson)

1. (3 points) Identify three things that every living thing needs to live.
2. (4 points) Explain 2 things that might happen if an animal does not get its needs met.
3. (3 points) Explain why an animal may not be able to meet its needs sometimes.
4. (3 points) List three characteristics of Eurasian Ruffe which give them an advantage in meeting their needs as compared to native species.
5. (3 points) Explain how humans can decrease Eurasian Ruffe (and other non-native species) from spreading more.

Additional Ideas About Assessment
Teachers may wish to incorporate electronic journals (e-journals) into the lesson assessment process. E-journals can be as simple as using word processing software. They allow students to communicate about their understanding of lesson content, and provide teachers with the capability of monitoring student development during the entire learning process.

Educators have found that the following resources for assessment are helpful in creating assessment tools (rubrics):

• Rubistar, online rubric development
• Kathy Schrock’s Guide for Educators

Assessment References:
Bloom's Taxonomy adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.

Kovalchick, Ann, Milman, Natalie, Elizabeth, M., Instructional Strategies for Integrating Technology: Electronic Journals and Technology Portfolios as Facilitators for Self Efficacy and Reflection in Preservice Teachers. In: “SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10 – 14, 1998). Proceedings.”

McGrath, Diane, (2003). Rubrics, Portfolios, and Tests, Oh My!: Assessing Understanding in Project-Based Learning. Learning & Leading with Technology, Volume 30 (Number 8).

Wall, Janet E. (2003). Harnessing the Power of Technology: Testing and Assessment Applications. In Wall, Janet E. & Walz, Garry R. (Eds.), Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators. (665 – 684). Greensboro: CAPS Press.