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Unit 2 Mapping Summative

Carrie Emmerson

Hello!  

In the spirit of "Map Notes," which I learned from AP World History instructor/mentor Deb Smith Johnston, I created a Summative assessment that requires students to process information they leaned from the unit by making an annotated map, and then reflecting on it (using OER Project document format - Thank you!). 

You'll see from the exemplars that the students did pretty well with the mapping part - coming up with symbols was a challenge for some, and I definitely want to be more explicit about them showing particular goods, ideas, technology, and people moving across routes, Point A to Point B, but overall they did well.They struggled a bit with the "Evaluation" part, though - some number of them used Google and/or AI to help provide responses despite my verbal and written directions to rely on readings. (e.g. there was still some confusion around the Archipelago of Trade).

I know the evaluation part was a big intellectual lift, that required them to refer back to materials they probably didn't have the energy to go revisit. Can you suggest some scaffolding to help lead students to better synthesis and analysis? And, as always, any other ways to improve the assignment?

Thank you for your thoughts in advance!

Unit 2 Map Sample 1

Unit 2 Map Sample 2

P.S.  They created a key by noting colors and symbols next to the items on the grid. 

  •  , I love this as a type of assessment! The maps can bring out students' creative side while also helping them focus on the content. Great idea. 

    I also struggle with students relying heavily on Google/AI when they should be referring to articles & videos from the course. I've found that it helps if I provide a document with direct links to the videos and articles I want them to use. Now that I am thinking about it, I might create a graphic organizer with the link to the document and a spot for students to add 2-3 important quotes as well as a box for a quick summary/major points. Unfortunately, plagiarism has been increasing in some of my classes, so I have been creating graphic organizers like this so students can create their own "cheat sheet" and then complete a writing activity on paper using the information they prepped ahead of time.

    I also noticed that students struggle with the wording of the questions. Even though they might know the content, they aren't exactly sure what the question is asking them. I'm not sure if you've done these before, but the What is this Asking? type of activity might be helpful to do before students work on the evaluation section.

    Did your students complete this individually? Or did they work in groups? 

  • in reply to Andrea Wong

    Thank you for your thoughts,  !  I love the idea of the graphic organizers with suggested links.  I think they were definitely at sea in terms of where to find information and how to use it. (Also, they worked on the maps in class and helped each other, but ended up doing the responses individually.)

    I also appreciate the suggestion for "What is this Asking?"  I have seen the exercise in a few places and haven't dug into it yet.  It sounds like it's time!  

  • in reply to Andrea Wong

    Agreed I love this type of assessment have no doubt that if students authentically engage with it that they will really be mastering their map skills. 

    I don't know if you have a lot of students   but did you find it quite arduous to grade? I always find myself with map assignments (and maybe I just need to do a better job) that the grading turns into an arduous task. I'd be curious to hear how you managed that. 

    Otherwise looks like a really excellent adaptation of OER materials for your classroom!. Sunglasses

  • in reply to Adam Esrig

    Thanks for the question  .  It wasn't that bad, really, especially after the first few, when I had a sense of what I was looking for.  In terms of "a lot" of students, I think my definition might differ than yours.  I have a class of 19 and one of 20, which is enough for me, but I know quite small compared to many folks out there.  It would probably become more cumbersome with more students - not any more cumbersome than reading essays (less, I would say) or going through tests on paper or with a number of written responses, I'd say.