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<h2 class="hd hd-2 unit-title">1.6.1 Assignment: Assessing Your Students' Baseline Skills</h2>
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<p>Before teaching students new Civic Online Reasoning skills, it can be helpful to first establish a baseline of where your students’ skills are at present. This will enable you to track changes in student thinking over time. In this assignment, you will have your students complete the three tasks that you reviewed in this unit’s Practice Space: <a href="https://cor.stanford.edu/curriculum/assessments/website-reliability/" target="_blank">Website Reliability-Climate Change</a>, <a href="https://cor.stanford.edu/curriculum/assessments/webpage-comparison/" target="_blank">Webpage Comparison</a>, and <a href="https://cor.stanford.edu/curriculum/assessments/evaluating-videos/" target="_blank">Evaluating Videos</a>. Then, you will review your students’ work, using the rubrics for each assessment as a guide, and reflect on the experience in your journal.</p>
<p> Instructions:</p>
<ol>
<li><strong>Administer the tasks to your students.</strong> Provide estimates to students for how long they should take on each task. We recommend students spend a maximum of 10 minutes on each task, but feel free to adjust that estimate as needed. </li>
<li><strong>Encourage students to do their best.</strong> While you shouldn’t score student responses for a letter grade (more on this below), you should emphasize to students that they should do their best in completing these tasks. You won’t have a faithful view of your students’ present skills if they’re not doing their best.</li>
<li><strong>Familiarize yourself with the rubrics.</strong> Make sure you understand what constitutes a Beginning, Emerging, or Mastery response. Review the sample student responses and scores to become better acquainted. </li>
<li><strong>Review student responses but don’t score them for a letter grade.</strong> Since you’re likely assessing students on a skill they haven’t been taught previously, we recommend that you not score the tasks for a letter grade. You might choose to assign points for completion, but we suggest that any points you give students should not be based on how their responses are scored according to the rubrics.</li>
<li><strong>Decide what your baseline sample will be.</strong> You might decide to use this assignment with all of your students, but you can also choose to assess just one class, or even a handful of students. If you’re more interested in getting a general, birds-eye view of where your students' skills are, rather than tracking individual students' progress, you might choose to score just a fraction of your classes’ responses or to quickly skim through all of them.</li>
<li><strong>Notice patterns in student thinking.</strong> Are your students considering who’s behind the information? Are they reading vertically by closely evaluating text and images on the target page? Or are they reading laterally, by leaving the target page to search for information from other sources? What are common misconceptions? What are they doing well? Jot down notes so that you can come back to them later. As a reminder, in research conducted by the Stanford History Education Group, thousands of students completed these tasks, and only a small minority of students provided “Mastery” responses. If only a few or even none of your students wrote responses that you scored as “Mastery,” that is normal.</li>
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<p> If you don’t work directly with students, you can:</p>
<ul>
<li>Administer these tasks with a group of adult learners with whom you work</li>
<li>Administer these tasks with a child or an adult learner among your family or friends (like a cousin, grandchild, or neighbor)</li>
</ul>
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<h2 class="hd hd-2 unit-title">1.6.2 Reflect</h2>
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<p><strong>For your deliverable:</strong></p>
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<p style="padding-left: 30px;">Share in your journal the patterns you noticed in students’ thinking in response to the Civic Online Reasoning tasks. </p>
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<ul>
<ul>
<ul>
<li>Which tasks were hardest?</li>
<li>Which were easiest?</li>
<li>What effective evaluation skills or bad habits did students have?</li>
<li>What proportion of your students provided “mastery” responses? How did this compare to your expectations? </li>
<li>What surprised you most about your students’ responses?</li>
<li>What were the most common misconceptions you noticed in your students’ responses?</li>
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