VIRGINIA IS MOVING TOWARD GREATER USE OF PERFORMANCE ASSESSMENTS (SEE BOARD OF EDUCATION’S LOCAL ALTERNATIVE ASSESSMENT GUIDELINES) AND VCEE IS HERE TO HELP!
We have developed some performance assessments that we think will measure student SOL knowledge of economics—in a way that is interdisciplinary, authentic, and accessible. These versions are still being classroom tested, which we believe is a central part of their development. Please contact Sarah Finley at firstname.lastname@example.org if you are willing to provide feedback on the implementation and grading or let us observe the use of these assessment activities in your classroom.
United States History to 1865 Performance Assessment
Where to Go: New England, the Mid-Atlantic or the South? Students role-play a character who is seeking to immigrate to the New World during Colonial times. They must make a choice about where to settle and then write a persuasive letter to others about why it was a good choice.
Copy of lesson to build knowledge prior to undertaking the performance assessment.
United States History: 1865 to the Present Performance Assessment
Economics of the Great Depression Students assume the roles of workers for the U.S. National Archives and Records Administration and create an exhibit about the Great Depression for the Franklin D. Roosevelt Presidential Library. Students choose the best object that reflects the economic causes of the Great Depression, the economic impact on Americans, and the major features of the New Deal.
International Trade and Globalization Students will assume roles of business strategist for U.S. based companies and will create a cost/benefit analysis including historic trade data related to participating in international trade. Students will choose the best presentation option for the analysis. Presentation objects should reflect the economic impact of trade and globalization.
Copy of lesson(1) to build knowledge prior to undertaking the performance assessment.
Copy of lesson(2) to build knowledge prior to undertaking the performance assessment.
Check back for revisions or additional examples.
Teachers and school divisions are also encouraged to contact VCEE or an affiliated Center for Economic Education if they would like assistance with the application of economic content and skills as they develop or review performance assessments.