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This is really a great assessment. However, while it takes only a few minutes to give - how many minutes will it take to "grade" or fully assess? In using this type of assessment properly, a teacher wants not only to observe if the student was able to reason through to a correct answer, but also what was the student's line of reasoning that led to an incorrect answer. This takes time. Despite the time element, I think a good history teacher would be thrilled to be able to give these type of assessments. Unfortunately, in Virginia we have a yearly Standards of Learning test and little time to do anything but to "teach to it."

Having just administered this test and the 'Mayflower' assessment, I can assert with confidence that one can finish nearly a hundred in 2-3 hours (with interuptions). An essay will take 15-20 minutes, so these assessments give a lot of bang for their buck!

Everyone teaches to standards. In using this particular document you are asking the student to observe, carefully look at the document and take note of what you see. Infer from the observations you have made. Both observations and inferences are part of the Virginia standards. What better way to use the skill of observation and inference than to look at reliability of a resource. We do this every day and what an important skill to teach students.

This type of assessment is exactly what our students need. Rote memorization of any particular date or time period is, as it should be, irrelevant to responding to this item. Students are able to show what they know and understand about sourcing a document and the teacher gains specific insight into the student's level of understanding. This assessment is what I hope to see from the CCSS assessment. Thank you!

I wonder if asking students to post their responses using a free Web 2.0 "back channel" tool such as Today's Meet, or posting to a class Twitter account, or using something like Padlet would allow the teacher to quickly scroll through and read what the students are saying (actually posting) during class to gauge the range of understanding and misunderstanding. This would be a quick "assessment" of the class as a whole and not of what individuals understand, but it might allow the teacher to address misconceptions immediately, and then segue into a lesson on sourcing.

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