The Hobbit - AMSCO Pub · The Hobbit ☛ Alternative Assessment for Literature The suggestions in...

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TheHobbit

J. R. R. Tolkien

Senior Editor: Marsha JamesEditor: Cecelia Munzenmaier

Contributing Writer: Tonya M. PlummerCover and Book Design: Deborah Lea Bell

The purchase of this book entitles an individual teacher to reproduce pages for use inthe classroom. This permitted use of copyrighted material does not extend beyond thebuilding level. Reproduction for use in an entire school system or for commercial useis prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal, or retrieval of this work is prohibited without written permission from the publisher.

©1997 Perfection Learning Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-1656-1Printed in the U.S.A.

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3 4 5 6 7 8 PP 09 08 07 06 05 04

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Questions for Assessment

Prereading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

During-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Post-Reading Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Projects for AssessmentProject Prospectus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Forms for Assessment and EvaluationGeneral Standards and Criteria for Project Evaluation . . . . . . . . . . . . . . . . . . . 16

Standards and Criteria for Project Evaluation Grid . . . . . . . . . . . . . . . . . . . . . 17

Suggestions for Developing Your Own Standards and Criteria for Specific Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Adapting Assessment Activities to Learning Styles . . . . . . . . . . . . . . . . . . . . . . 19

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Performance-Based Assessment The most effective nontraditional assess-ments are performance-based: They requirestudents to create an answer or productthat demonstrates their knowledge or skills by

• using knowledge in new ways• engaging in relevant, worthwhile

projects• completing meaningful assessments

based on real-world tasks

Suggestions for projects related to thefeatured title are found on pages 12–15.These varied activities are designed toappeal to different learning styles. The charton page 19 indicates how different types ofactivities relate to the theory of multipleintelligences. You can also use the chart toidentify activities suited to auditory, visual,and kinesthetic learners.

Using Alternative Assessment forLiterature

n Prereading Questions

You can introduce major themes and issuesof the book with the reproducible PrereadingQuestions. Students can answer selectedquestions individually or in small groups

before they begin the book. After reading,students might see if their ideas and feelingshave changed. You can also encourage students to discuss these questions at home.

n During-Reading Questions

Personal connections to the book can beexplored with the During-ReadingQuestions. Your students might respond tothese questions in their journals. You canalso use the questions as discussion topicsfor small groups or the entire class.

n Post-Reading Interview

Questions in the Post-Reading Interview canserve as the basis for a dialogue betweenpeers or a conference between student and teacher. Students’ reactions to andquestions about their reading can be usedto lay the groundwork for performance-based projects.

n Project Prospectus

Students can use the Project Prospectus toplan their final projects and demonstra-tions. You might approve the prospectusbefore students begin their projects. Youcan also require that the prospectus besubmitted as part of the final project.

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Alternative Assessment for Literature

The suggestions in this teacher resource will help you put the latest research onassessment into practice. Current research suggests that

• assessing thinking is as important as measuring recall

• clear expectations improve performance

• students are motivated by real-world tasks

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n Project Suggestions

The activities suggested on pages 12–15have been written by teachers for teachers.They can be used alone or with other methods of evaluation. For example, youmight use an objective test to measure recalland a performance-based project to assessstudents’ ability to apply their learning.

Two kinds of projects are suggested.Short-term projects are designed to be completed within one to three class periods.Long-term projects will require more thanthree class periods.

n Criteria and Standards for Evaluation

Giving students the standards and criteriayou will use to evaluate their work letsthem know your expectations. The evalua-tion grid on page 16 can be distributed as students begin their projects. Or you canuse the reproducible form on page 17 todevelop your own grid. Both reproduciblegrids can be used by the teacher and the audience.

These forms are designed to reflect several principles of authentic assessment.

• People perform better when theyknow what is expected of them.

• Students should understand whatthey need to do to improve.

• Evaluators should consider bothproduct and process.

You can easily adapt the forms to yourclassroom. For example, you might encour-age students to develop their own standardsand criteria. You can also collect examplesof student work to provide models for eachcriterion. You might determine grades by

assigning point values to each rating. Forexample, on a scale with five criteria, a High rating for one criterion might earn 5points. The total number of points might beequivalent to a letter grade; for example,20–25 points might equal an A.

Recommended ResourcesThese resources contain more informationfor alternative assessment.Belanca, James et al., Multiple Assessments for

Multiple Intelligences, IRI/SkylightPublishing, Inc., Palatine, Illinois, 1994.

Campbell Hill, Bonnie and Cynthia A. Ruptic,Practical Aspects of Alternative Assessment:Putting the Pieces Together, Christopher-Gordon, Norwood, Maine, 1993.

Herman, Joan L. et al., A Practical Guide toAlternative Assessment, Association forSupervision and Curriculum Development,Alexandria, Virginia, 1992.

Marzano, Robert J., “Lessons from the FieldAbout Outcome-Based PerformanceAssessments,” Educational Leadership,March 1994, pp. 44–50.

National Education Goals Panel, Handbook for Local Goals Reports, Publication Number 93–01.

Phi Delta Kappan, February 1993.Rudner, Lawrence M. and Carol Boston,

“Performance Assessment,” ERIC Review,Winter 1994, pp. 2–12.

Schneider, Sandra, “Designing an AuthenticAssessment,” Educational Leadership,April 1993, pp. 32–35.

Wiggins, Grant, “The Case for AuthenticAssessment,” ERIC Digest Series, EDO TM–90–10, ED 328 611.

—“Creating Tests Worth Taking,” EducationalLeadership, May 1992, pp. 26–33.

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Setting Middle-earth—the land of wizards, dwarves, elves, and hobbits as well as eviltrolls, goblins, and Wargs

Characters Bilbo—hobbit who reluctantly goes adventuringGandalf—gray wizarddwarves—Bilbo’s traveling companions, led by ThorinGollum—creature who lives under the Misty Mountains; former owner of the ringBeorn—guardian of the forestBard—captain of the Lake-town archers; slayer of the dragonSmaug—great dragon; guardian of the Lonely Mountain

Situation Gandalf recruits Bilbo Baggins as the fourteenth member of a company of dwarveson a quest to recover their treasure, now guarded by Smaug.

Main Events 1. Shortly after they set out, the traveling companions are captured by trolls, butGandalf saves them. They find wonderful weapons in the trolls’ cave.

2. Bilbo and the dwarves are captured by goblins while crossing the MistyMountains. Gandalf rescues the dwarves. Bilbo, left behind in the cave, findsthe magic ring of invisibility. After winning a riddle contest with Gollum, Bilbouses the ring to escape the goblins.

3. The companions are chased up trees by Wargs—horrible wolf-like creatures.The goblins set fire to the trees. Eagles rescue the adventurers and deliverthem to a spot near Beorn’s home. Beorn helps them on their way.

4. The dwarves get captured by giant spiders. Bilbo uses the ring to rescue thedwarves. Then the dwarves are captured by the Wood-elves. Bilbo acts aloneto free them.

5. With help from the Lake people, the company reaches the Lonely Mountain.6. Bilbo sneaks in through a secret entrance and steals a cup from Smaug’s

treasure. In his second visit, Bilbo learns of Smaug’s weak spot.7. Enraged by the theft of his cup, Smaug tries to destroy Lake-town. A thrush

tells Bard of Smaug’s weak spot, and Bard shoots an arrow into the dragon’s heart.

8. The Lake people and the Wood-elves confront the dwarves and claim part ofthe treasure as their own; King Thorin refuses to share the treasure.

9. Bilbo gives the Arkenstone—the most precious jewel of the treasure—toBard as a bargaining tool, but King Thorin still refuses to share the treasure.

10. War between the groups seems likely until they are all attacked by an army ofgoblins. Together, the men, elves, and dwarves defeat the goblins in the Battleof Five Armies.

11. King Thorin is killed in the battle and buried with the Arkenstone.

Resolution Bilbo is honored as a hero. He and Gandalf return to the Shire just in time to saveBilbo’s home from being auctioned. Bilbo settles back into being a simple, yeteccentric, hobbit.

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Synopsis: The Hobbit

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Prereading Questions

1. Suppose that 13 strangers appearedat your door expecting you to go ona treasure hunt with them. Wouldyou welcome the invitation or rejectit? Give reasons for your response.

2. What do you expect the hero of anadventure novel to be like?

3. The main character in this novel isBilbo Baggins, a hobbit about half thesize of an adult human. How do youthink Bilbo might cope with largeenemies such as trolls and dragons?

4. Bilbo’s traveling companions frequently underestimate him. Howmight you respond to someone whorepeatedly questioned your abilities?

5. If you had the power to conquer one evil in the world, what would itbe? Why? How might you overcomethis evil?

6. Comment about whether you enjoy books or video games set inimaginary worlds.

7. The Hobbit has been described as“the kind of children’s story that can be read and re-read by adults.”Think about some stories or car-toons that you enjoyed as a child andstill appreciate now. What qualitiesdo these tales have in common?

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©1997 Perfection Learning Corporation, Logan, Iowa7

Your Responses

During-Reading Questions

Chapters 1–6

1. What is your first impression ofGandalf?

2. In what ways is Bilbo an unlikelyhero?

3. The narrator frequently breaks intothe story with comments. Describeyour reactions to this narrative pointof view.

4. Explain Gandalf’s role in theencounter with the trolls.

5. What dangers do you think theadventurers will encounter after theyleave the Last Homely House?

6. Does Bilbo make the right decisionwhen he spares Gollum? Explain.

7. What qualities allow Bilbo to escapefrom Gollum and the goblins?

Chapters 7–12

8. What kinds of allies do the adventurers find?

9. Bilbo’s adventures are fantastic.They are part of a heroic quest set in an imaginary world. How doesTolkien attempt to make these adventures believable? Comment onhow well he succeeds.

10. After freeing himself from the spider’s web, Bilbo “felt a different person.” What changes do you see in Bilbo?

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Your Responses

During-Reading Questions continued

11. Explain whether Thorin’s conflictwith the Elvenking could have been avoided.

12. What kind of leadership does Bilboprovide for the dwarves?

13. What does the encounter with thedragon show about Bilbo’s strengths?his weaknesses?

Chapters 13–19

14. Speculate about why the final battlewith the dragon is fought by menrather than by Bilbo and the dwarves.

15. Contrast the leadership styles of Bardand the Master of Lake-town.

16. Why does war nearly break outbetween men and dwarves?

17. Thorin says that Bilbo betrayed him.What is your opinion about Bilbo’suse of the Arkenstone?

18. Bilbo scolds himself for not beingable to stop the Battle of Five Armies.To what extent is his self-criticismjustified?

19. Explain your opinion about whetherBilbo receives a fair share of thetreasure.

20. Did The Hobbit end the way youthought it would? Comment on yourfeelings about the book’s ending.

21. J. R. R. Tolkien began writing TheHobbit to amuse his children. Inyour opinion, is it fair to describeThe Hobbit as a “children’s story”?

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Your Responses

Post-Reading Interview

1. How do you feel about the way thisbook ended? Discuss whether theauthor could have written a betterending for The Hobbit.

2. Which character could you identifywith most easily? Why did you find thischaracter interesting or appealing?

3. Gandalf keeps saying that there’s moreto Bilbo than the dwarves suspect.How is his statement proved true?

4. What is the greatest danger or challenge Bilbo faces? Give reasons for your choice.

5. Choose one of the following elementsof fantasy fiction. Then explain howthis element is handled in The Hobbit.

• The setting is often an imaginarycountry or a different reality.

• The characters are usually ordinary people who rise toextraordinary challenges, sometimes with the help of animals or imaginary creatures.

• A quest, such as a dangeroussearch or difficult task, must becompleted.

• The conflict pits the hero(es)against a powerful evil force.

6. The action in The Hobbit takes placein an imaginary world, but the charac-ters make choices about universalissues that confront every person whogrows up. Discuss one of the majorthemes of The Hobbit.

• the heroic quest• good vs. evil• courage• the effects of greed• another idea you find in the

novel

7. The Hobbit was written for J. R. R.Tolkien’s children. If someone yourown age wanted to know whether youwould recommend this book, whatwould you say?

8. Has this book raised any questions inyour mind, or have you learned some-thing from it you want to share withothers? How could you develop thosequestions or ideas into a project?

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Purpose Explain what you want to demonstrate by completing this project, and show howyour project relates to the book.

Audience Include a brief description of who your audience will be, what its members arelikely to know about your subject, how you plan to help them understand your project, andhow you plan to capture their interest.

Project description Give a brief overview of the content and format of your project.

Materials/resources needed Summarize any equipment and materials you will needand explain where you will get them. Also list any resources you plan to use, such as booksand people to interview.

Points to consider in project evaluation What are the main ideas you are trying tocommunicate in your project? Identify the criteria that are most important for evaluatingyour project.

Short-Term Project Suggestions

1. Create a map of Bilbo’s adventures.(You might want to consult The Atlasof Middle-earth by Karen WynnFonstad for hints.)

2. Retell one of Bilbo’s adventures as hemight tell it to his adopted son Frodo.(Frodo has his own adventures withthe ring in The Lord of the Rings.)

3. Make a poster or scrapbook basedon Bilbo’s wise sayings.

4. Choose a character that appears onlybriefly in this novel. Then develop thischaracter more fully in a brief char-acter sketch. Include biographicalbackground for the character, thecharacter’s perspective toward theadventurers, and motives for the char-acter’s typical actions and feelings.

5. Write a song about Bilbo’s adventuresthat might have been sung at Rivendell.You can set your words to an existingtune or create your own melody.

6. Make a collage about one of thenovel’s main characters. Show thecharacter’s traits and the most impor-tant conflicts involving that character.

7. Design a chart that compares andcontrasts the leadership styles of theMaster, Bard, Gandalf, and Thorin.Include a paragraph that gives youropinion about which character wasthe best overall leader.

8. Make a chart that shows the types ofhumor Tolkien uses in The Hobbit.Consider such things as the way Bilbois characterized, Tolkien’s use ofpuns, and physical comedy such asBombur’s fall into the enchantedstream. Include a page reference forevery example you cite.

9. Write a eulogy, or memorial speech,for Thorin that Bilbo or one of theother characters might have given.

10. Suppose that Tolkien revised TheHobbit to include a strong femalecharacter. Consider how this changewould affect the other characters.Would they act differently toward eachother? What would they expect of afemale? How would a female react totheir expectations? Rewrite one of theadventures from the novel as it mightappear in this revised edition.

11. Tolkien often uses foreshadowing;that is, he gives hints about upcomingevents in the plot. In a chart or shortreport, analyze the hints Tolkien givesand identify the events foreshadowed.List the chapter and page numberwhere you found each hint and event.

12. Design a new front and back coverfor The Hobbit. On the back cover,include a brief overview of the bookto “sell” it to readers. You mightinclude review comments from yourclassmates.

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Assessment Projects

Assessment Projects continued

13. Write a scene from the novel from adifferent point of view. You mightretell an encounter with Bilbo fromanother character’s perspective or use a third-person narrator with a different voice than Tolkien’s narrator.

14. Suppose that you are the castingdirector for a new animated versionof The Hobbit. Write a letter ormemo to the director in which youname the actors you’ve chosen toprovide voices for the main parts.Include reasons for your choices.

15. Choose a statement made by the narrator or one of the characters inthe story that has special meaning to you. Explain why you find thisstatement significant.

16. Create stage makeup for one of thecharacters in The Hobbit. Make a listof the passages in the novel on whichyour makeup is based. You can sketchyour ideas or apply the makeup to amodel.

17. Create a “before and after” charttracing the changes you see in Bilbo. Include significant events that contribute to the changes.

18. Suppose that you are the art directorfor a new illustrated edition of TheHobbit. Prepare a list of ten scenesor events from the book that youwant illustrated. Describe what eachpicture should show and explain thestyle you want the artist to use.

19. Make a taxonomy, or scientific classification, of the creatures ofMiddle-earth. Use a taxonomy ofplants or animals as a model.

20. Select two or three short sections ofthe book and turn them into free-verse or nonrhyming poems. Placeline breaks after important words foremphasis. Experiment with puttingjust a few words or even one word ona line. Share your poems with theclass and explain why you placed linebreaks where you did.

21. Write a dialogue that might havetaken place between Bilbo andGandalf after Bilbo’s return to theShire.

22. Make a list of props that one of thecharacters would need in a stage production of The Hobbit. Then create one of the props. You mightmodel one of the elven blades or recreate the moon-letters on themap.

23. Present a book talk with students whohave read other books by J. R. R.Tolkien, such as Leaf by Niggle or avolume of The Lord of the Rings.Prepare an introduction or conclusionthat compares the settings, themes,and characters of The Hobbit to thosefound in the other books. As you pre-sent the book talk, encourage yourclassmates to read other works byTolkien.

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Long-Term Project Suggestions

24. Make a model or drawing of Bilbo’shome in the Shire. Use a cutaway toshow the interior of the hobbit-hole.

25. Watch the animated version of TheHobbit. Comment on whether youpreferred watching the video or read-ing the book. Consider questions suchas these.

• Does any character differ from theway you imagined that character inthe original work? Give your opinionabout how well that character wasinterpreted in the film.

• What changes did the director maketo the book? Explain whether thesechanges helped you better under-stand or enjoy the action and thecharacters.

• How effectively did the director capture the mood of The Hobbit?

• How much did music written especially for the animated versioncontribute to (or detract from) yourenjoyment?

• Explain which version you prefer.

26. Adapt The Hobbit into a comic bookor graphic novel. (If you do this project as an individual, select a keyscene or your favorite chapter. If several groups work together, you’llneed to decide who is responsible fordifferent parts of the novel.) Begin witha storyboard. Develop a script, sketch-es, and layout. The final draft of theproject should be a comic-book layout.The story line should parallel the novelin a condensed version.

27. Prepare a Traveler’s Guide to Middle-earth. Include a general description ofMiddle-earth’s geography, a list ofplaces to visit and avoid, tips for travel,and warnings about dangers. Yourguide might be an illustrated bookletor a multimedia program.

28. Describe how you would create special effects for one scene from TheHobbit in a movie or animated filmbased on the novel. Consider usingdrawings, computer graphics, ormodels to illustrate your description.List any sources you consulted forinformation about special effects.

29. Adapt a scene from the novel into adance. Create costumes and move-ments that evoke the mood of the sceneyou select. For example, the dwarvesarrive at Bilbo’s home in a merrymood, while the confrontation with theWargs has a more sinister tone.

30. Write an essay that contrasts Bilbo tothe hero of an epic or Arthurian legend. Points of contrast mightinclude heroic qualities, reasons forsuccess, dangers encountered, ordegree of change experienced.

31. Some of the themes in The Hobbitare common in Nordic myths and legends. Read a version of the story ofthe Germanic hero Siegfried. Reportto the class about the similarities and differences betweenSiegfried’s story and The Hobbit.

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32. Adapt a scene from The Hobbit as achildren’s theater production.Consider including songs fromTolkien’s The Road Goes Ever On.

33. Create a video preview for the movieThe Hobbit. Start with a storyboardthat highlights the aspects of the workthat would have particular appeal foryour target audience.

34. Videotape an eyewitness news inter-view with Bilbo when he returns toThe Hill. Use a convincing setting andprops. Ask the classmate who playsBilbo to match the way the characteracts and speaks in the novel. Developquestions about Bilbo’s adventures,including how he thinks he benefited,both financially and personally.

35. The Hobbit could be considered acoming-of-age story. Read anotherbook on this theme and write a papercomparing and contrasting the experi-ences of the main characters. Somesuggestions are The Catcher in theRye by J. D. Salinger, Hatchet by GaryPaulsen, or Island of the BlueDolphins by Scott O’Dell.

36. The Hobbit is a prequel to The Lordof the Rings trilogy. In an essay orbook review, compare the first bookin the trilogy, The Fellowship of theRing, with the children’s story thatpreceded it. You might consider theimportance of the ring, threats to theShire, and the characteristics of theheroes and villains.

37. Research the concept of the SevenDeadly Sins. Then write a criticalessay that explains how this conceptcan be used to understand TheHobbit. Include a list of the sourcesyou consulted and give page numbersfor any passages from the novel thatyou cite.

38. Design a board game based on TheHobbit. Establish clear rules for thegame as well as a clear objective towinning the game. Use the conflicts inthe novel as obstacles to winning.Develop a working model of the game.

39. The Hobbit grew in part fromTolkien’s love of legends and myths.Read one of the tales that inspiredhim. You might examine Sir Gawainand the Green Knight, Beowulf, orMallory’s Morte d’Arthur. Comparethe values and morals in Tolkien’swork to those in the older work.

40. Adapt a scene from the book into aradio play. Choose music and soundeffects to enhance the mood. Usetaglines (references to characters byname) often so that your audiencewill always know who is speaking.Include an introduction that explainswhy this scene is important to thebook. You might tape your play orpresent it to a studio audience.

41. Read J. R. R. Tolkien’s The Silmarillion.Then prepare a timeline that showswhere the events in The Hobbit fit intothe history of Middle-earth.

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ALTERNATIVE Assessment **

Name ______________________________________ Project Title ________________________________

General Standards and Criteria for Project EvaluationApply those standards that fit the specific project. Some standards might not be used.

Standards CriteriaAreas of High Very Good Adequate Needs WorkAssessment

ResearchandPreparation

• Resources• Evidence• Deadlines• Use of Time

Content • Purpose• Organization• Audience

Appeal• Information• Sources

VisualElements

• AudienceAppeal

• Purpose• Effectiveness• Effort

WrittenElements

• Accuracy• Revision• Details

OralPresentation

• Delivery• Props• Eye Contact

o used a variety of chal-lenging, reliable, andappropriate resources

o used appropriate evidence and examples

o met all deadlines

o used any extra time toextend research

o creatively fulfilled purpose on prospectus

o used logical, easy-to-follow order

o created and maintainedhigh audience interest

o covered topic withoutstanding information

o credited sources

o were highly interesting,easy to see and understand

o supported purpose

o communicated mainideas clearly

o showed outstandingeffort

o had few errors

o were thoroughly proofread and revised

o supported main ideaswith rich details

o spoke audibly andexpressively

o used engaging gesturesand props

o maintained excellent eye contact

o used several reliable,appropriate resources

o made effort to use evidence and examples

o met deadlines

o used preparation time well

o completely fulfilledpurpose on prospectus

o used easy-to-followorder

o kept audience’s attention

o covered topic with appropriate information

o credited sources

o were interesting, easyto see and understand

o supported purpose

o communicated main ideas

o showed effort

o had few errors

o were proofread and revised

o supported main ideas

o spoke audibly andexpressively

o used gestures and props

o maintained good eye contact

o used few resources

o used little evidenceand few examples

o didn’t meet all deadlines

o spent little time onpreparation

o did not fulfill purpose

o used hard-to-follow order

o created little audience interest

o omitted importantinformation

o provided incompletecredits

o were messy, disorganized, hard tounderstand

o were unrelated to purpose

o didn’t support main ideas

o showed little effort

o had many errors

o needed to be proof-read and revised

o didn’t support main ideas

o was difficult to hear

o used few or distracting gesturesand props

o made little attempt to maintain eye contact

o used minimum numberof resources for basicinformation

o used some evidence and examples

o needed encouragementto meet deadlines

o spent minimal time onpreparation

o fulfilled purposeon prospectus

o used order that wasconfusing at times

o lost audience’s attention at times

o covered the basics

o credited sources

o were somewhat interesting

o were related to purpose

o generally supportedmain ideas

o showed fair effort

o had several errors

o needed more proof-reading and revising

o weakly supported main ideas

o could develop moreexpression

o used few or awkwardgestures and props

o attempted to maintaineye contact

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Suggestions for Developing Your Own Standards and Criteria for Specific Projects

You can use the form on page 17 to develop rubrics for different kinds of alternative assess-ments. Many teachers ask students to help develop assessment forms for the projects theywill be working on. • Develop standards. Students might help you identify elements to evaluate, working from their

own experience or samples you provide. Projects may fit into several categories. For example, anews broadcast might also be measured by standards for a multimedia project.

• Adapt the criteria to your students. What you can expect of students often depends ontheir experience or equipment. For example, students with access to editing equipment can produce more expert videos.

• Define the levels of performance you expect from your students. You can brain-storm with students, consult with other teachers, and provide models of student work for eachlevel of excellence. You might also assign point values to each rating, as described on page 5.

Project Suggested Standards

artwork color; composition; use of medium; originality; clarity of purpose

dance expressiveness; coordination with music; level of technique

debate appropriate arguments; persuasiveness; quality of evidence; poise

editorial cartoon style; verbal content; effectiveness of message; use of techniques(satire, irony, caricature, etc.)

multimedia program ease of use; selection of graphics and sounds; use of special featureslike dissolves and animation

news broadcast format; content; presentation; props; sound and picture quality

newspaper or magazine content; layout; graphics; text; mechanics

panel discussion organization; content; leadership

poem or song content; format; originality; effectiveness of message

radio show content; quality of sound; format (e.g., characters are identified by taglines); creative use of sound

reenactment or simulation fidelity to original source; props; creativity; presentation

scrapbook selection; organization; identification; decorative elements

timeline selection of events; scale; appearance

travel brochure content; format; overall appeal; clarity of purpose

trial role-playing; evidence; validity of decision; organization

video content; organization; sound and picture quality; special effects; creativity

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Adapting Assessment Activities to Learning Styles

Intelligence

LinguisticAbility to use language to under-

stand and communicate

Musical/rhythmicAbility to use rhythm, pitch, and

tone to express feelings andideas

Logical/mathematicalAbility to use reason to solve

abstract problems

Visual/spatialAbility to visualize and express

what’s seen with “the mind’seye”

Bodily/kinestheticAbility to interpret the world

through touch and movement

Intrapersonal Ability to understand one’s own

feelings

InterpersonalAbility to work with others

toward a common goal

Traits of Learner withThis Intelligence

Enjoys reading, writing, andtelling stories

Responds to visual stimulationDiscouraged by criticism,

sarcasm, favoritism

Sensitive to sound; distracted by random noise

Enjoys rhythm and movementBored by seat work and long

writing assignments

Explores relationshipsEnjoys calculating and critical

thinkingNeeds to see how tasks relate

to big pictureDiscouraged by chaos and

lack of challenge

Sensitive to form, color, shape, and texture

Prefers images to wordsNeeds visual stimulationDiscouraged by long assignments

ActiveEnjoys manipulating objectsExpresses ideas and feelings

through movementDislikes sitting stillDiscouraged by isolation

InsightfulPursues individual interestsNeeds time to reflectDislikes standardized tests

and lock-step activities

Team playerGood at interpreting others’

moods and intentionsNeeds varietyDislikes working alone and

reflective activities

Ways to Develop ThisIntelligence

Graphic organizersReadingDramatic readingFilm/multimedia

Telling storiesMusical mnemonicsChoral readingDancing and

creative movementWriting/drawing to music

High-tech toolsSequenced lessonsMnemonic devicesGraphic organizersAnalytic and deductive

reasoningHands-on experiences

Graphic organizersDrawing/illustratingVisualizing/imaginingStoryboardsDemonstrations

Manipulating objectsMaking thingsRole-playing; simulationsPhysical activity; creative

movementDemonstrationsField trips

JournalsVisualizationProblem-solvingGoal-settingMetacognitive reflectionsIndependent study

Peer tutoringTalking things overCooperative groupsE-mail/other electronic

learning tools

Ways to Assess ThisIntelligence

Adaptation from one medium to another

Projects/performancesLogs and journalsTeacher-made tests

Writing lyrics/rapsPerformanceMultimedia presentation with

background musicTeaching through music

Demonstrations of a mathematical task

Group or individual problem-solving

InterviewsTeacher-made testsMetacognitive reflection

Graphic organizersFeedback on works in progressProduct portfoliosProjectsExhibits

Listing strengths, things toimprove, and questions/concerns

Continuums(beginner/advanced; comfort/discomfort)

Observation checklists

Logs and journalsInterviewsEssaysProjects requiring synthesis,

such as an exhibit of culturalheritage

Graded discussionsInterviewsLogs and journalsDemonstrationsTeam projects


Alternative Assessment for LiteratureThe reproducible teacher resources in this series help you put the

latest research on assessment into practice with

• an overview of alternative assessment• a book synopsis• reproducible questions for before, during, and after reading• reproducible suggestions for projects• reproducible evaluation forms

—project-planning sheet—standards and criteria for project evaluation —blank grid for your standards and criteria

• suggestions for —developing your own standards and criteria—adapting projects to various learning styles and modalities

Available titles include

Anne Frank: The Diary of a Young Girl Roll of Thunder, Hear My CryBridge to Terabithia Romeo and JulietCharlotte’s Web Sadako and the Thousand Paper CranesDicey’s Song Sarah, Plain and TallDragonwings A Tale of Two CitiesThe Giver To Kill a MockingbirdHarry Potter and the Sorcerer’s Stone Walk Two MoonsJulius Caesar The Watsons Go to BirminghamManiac Magee And many more!The Midwife’s Apprentice

For a complete list or to place your next order, call or faxPerfection Learning® Corporation

Phone: 1-800-831-4190 • Fax: 1-800-543-27451000 North Second AvenueLogan, Iowa 51546-0500

Printed in the U.S.A.

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