Assessment
Throughout the project there are many opportunities for formative and summative assessment to take place, with an emphasis on a balance of assessment AS, FOR, and OF learning (Manitoba Education, 2006). These will be student-centered with numerous opportunities for students to show their learning in multiple ways.
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Assessment for and as learning
Students will create a field journal where they will respond to a reflection question after each class, allowing them to reflect on their knowledge and participate in assessment as learning (Manitoba Education, 2006).​ This will allow students to reflect on and improve their understanding through recognizing strengths and areas of growth. The students will have the opportunity to choose how they make their learning visible through writing, drawing, voice/ conversation recordings, or any creative method. The field journals will also be used in assessment for learning as teachers review student journals to see where each individual learner is and how future lessons can be shaped around their current understanding (Manitoba Education, 2006).​ This unit will consist of multiple class and group discussions giving a multitude of opportunities for assessment for learning, as the teacher is able to gauge student understanding and inform future instructional decisions (Manitoba Education, 2006).​ These group discussions will allow for students to support each other’s learning, this support will also come through peer assessment and collaboration on the summative task. During work periods the teacher can also have individual discussions with students or groups about how they are feeling, what they have learned, and if there is anything the teacher can do to further student learning.
Reflection questions include:
What has changed about your view of the word ‘land’ using the Indigenous circle of courage?
How is the geographic region I live in different from the rest of Canada?
Imagine yourself standing in your given national park, how do you feel? Describe, draw a picture or write a poem
Assessment of Learning
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After conducting thorough research the groups will be tasked with creating a presentation for the class where they will share their findings with their peers; providing an opportunity for assessment of learning (Manitoba Education, 2006). ​This will provide students with an opportunity to inform their peers learning and for all students to gather information on all parks. Assessment of learning will be further incorporated as each student individually communicates their recommendations about the future of their national park.​ Through creating an artifact of their choice, this artifact will be summatively assessed prior to sending ​it to a park official. The rubric for this artifact will be created with input from the students in order to include them in their learning and assessment.
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Below is the rubric for the summative task, it has clear criteria based on curricular outcomes and uses a growth mindset to motivate all learners. This rubric will be discussed with learners to ensure that task objectives and learning goals are clear.