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Subject: World History, 9th GradeEra: 2-The First Global AgeUnit: 1-Russia

Russia Selected Response Assessment

Statement of Purpose: This is a formative assessment designed to assist students in evaluating their understanding of the origins and history of Russia up to the first global age (1500). The results produced from this assessment will be used to monitor student progress and assist in guiding further instruction. This assessment will allow students to self-assess how comfortable they are with each learning target.

Standards: Michigan High School Content Expectations for World History

WHG 5.3.4: Russia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in Russia including

● Russian imperial expansion and top-down westernization/modernization● the impact of its unique location relative to Europe and Asia● the political and cultural influence (e.g., written language) of Byzantine Empire, Mongol Empire, and

Orthodox Christianity

Target Chart:

Learning TargetsI can…

Knowledge Questions

Reasoning Questions

Total Questions

describe the impact of Russia’s unique location between Europe and Asia.

1,2,3,4,6 5 6

explain how the Byzantines, Mongols, and Orthodox Church influence Russia politically and culturally.

8,9,11,12,13 9,10 7

examine how political, religious, economic, and cultural changes have affected Russia.

14,16,17,18,19,20 15 7

Accommodations:

Student IEPs will guide accommodations. These accommodations may include: extended time, a reader, a scribe, or an alternate format of the assessment (large print, braille). Accommodations are not limited to these listed.

World History Name: _____________________________ Hour: ______Era 2: The First Global AgeUnit 1: Russia

Russia AssessmentThis assessment is designed to help you determine your understanding of the history of Russia up to the first global age as we have studied so far. Below you will find 20 questions divided between 3 learning targets. This assessment is not graded, however you will self-assess your understanding once it is completed. You have 25 minutes to answer these questions. Each question additionally asks you to mark whether you are sure or unsure of your answer. If you have any questions, please raise your hand and you will be motioned to come up and ask them. Once you are finished, turn in this assessment and silently wait in your seat until everyone has finished. Please feel free to read a book or draw a picture while you wait. Remember, this assessment is not graded so you will do fine. тебе удачи! (tebye oodachi)…good luck!

Directions:

● Please write your full name and class hour on the lines above.● For each Multiple Choice question, choose the best answer to the question and write the

corresponding letter on the space provided.● For each True/False question, choose whether the statement is true or false and write the

corresponding letter on the space provided.● For each Fill-in-the-Blank question, write the word in the blank that best completes the statement.● After every question, remember to mark whether you are sure or unsure of your answer.

Target 1: I can describe the impact of Russia’s unique location between Europe and Asia.

_____ 1. Which city was the first Russian state centered in?

A. St. PetersburgB. ConstantinopleC. MoscowD. Kiev

I am sure _____ / unsure _____ of my answer.

_____ 2. Which region of Russia became the main route for nomadic migration?

A. the temperate forestsB. the northern taigaC. the frozen tundraD. the southern steppe


_____ 3. What is considered part of the natural divide between Europe and Asia?

A. the Ural MountainsB. the Balkan MountainsC. the Baltic SeaD. the Aral Sea


_____ 4. One theory describes the Vikings as the founders of the Russian people.

A. TrueB. False


_____ 5. The split between Catholic Rome and Orthodox Byzantium led to a culture barrier between Russia and Western Europe.

A. TrueB. False


6. What two bodies of water connected Kiev with the Byzantine city of Constantinople?

____________________ and ____________________


Target 2: I can explain how the Byzantines, Mongols, and Orthodox Church influence Russia politically and culturally.

_____ 7. What nomad group from central Asia conquered Kiev in 1240?

A. The MongolsB. The ByzantinesC. The VikingsD. The Muslims


_____ 8. Which of the following contributed to the Mongol Rule of Russia

A. Vladimir adopting Orthodox Christianity as Russia’s religionB. Vladimir expanding Russia into PolandC. Increased foreign trade with Constantinople because of the CrusadesD. Yaroslav dividing the rule of Kievan Russia between his sons


_____ 9. The absolute power of the Mongols served as a model for later Russian rulers.

A. TrueB. False


_____ 10. Mongol rule connected Russia with Western Europe at a time when Europeans were making great advancements.

A. TrueB. False


_____ 11. Two Mongol monks, Cyril and Methodius, developed the Cyrillic alphabet, which is still used in Russia today.

A. TrueB. False


12. What religion did Princess Olga convert to and her grandson Vladimir decide to have all of Kiev

convert to? ____________________


13. What did the Mongols expect in return for letting Russian princes rule and for tolerating the Russian

Orthodox Church? ____________________


Target 3: I can examine how political, religious, economic, and cultural changes have affected Russia.

_____ 14. What did Ivan III and Ivan IV do to the Russian empire?

A. They each helped the Golden Horde defeat Russian principalities and isolate Russia from the rest of Europe.

B. They each introduced Christianity and built trade with Constantinople.C. They each expanded the empire and established a tradition of autocratic rule.D. They each defended Russia from invasion by Sweden and Germany and collaborated with the

Golden Horde.I am sure _____ / unsure _____ of my answer.

_____ 15. Which was NOT a potential influence on Vladimir’s choice of religions for Russia?

A. the efforts of Orthodox missionaries sent to RussiaB. Vladimir’s interest in the Byzantine emperor’s sister, AnnaC. the beauty of worship that ambassadors witnessed at the Hagia SophiaD. Islam’s dietary restrictions and ban on alcohol


_____ 16. Slavs, Asians, and Germanic people are among the ethnic groups that settled in Eastern Europe.

A. TrueB. False


_____ 17. Ivan the Great was the first Russian ruler to be officially crowned tsar.

A. TrueB. False


18. What are the collection of documents that give a year by year account of events in medieval Russia

called? ____________________


19. What was the name given to Moscow by church leaders following the fall of Constantinople to

Muslim rule? ____________________


20. What is the town hall assembly of merchants and freemen of Kievan Russia called?

____________________


Answer Key:

1. D2. D3. A4. A-true5. A-true6. Dnieper River, Black Sea7. A8. D9. A10. B-false11. B-false12. Orthodox Christianity13. Tribute14. C15. A16. A-true17. B-false18. Primary Chronicles19. Third Rome20. veche

World History Name: _____________________________ Hour: ______Era 2: The First Global AgeUnit 1: Russia

Russia Self-AssessmentDirections:

● The purpose of this self-assessment is to decide what areas you should focus on in the future.● For each learning target, count and indicate the number of questions you answered correctly and

incorrectly.● Count and indicate whether you were sure or unsure about each of your answers.

Learning TargetI can...

Question Number

Correct Incorrect Sure Unsure

Example: I can count to ten correctly.

1,3,5 2 1 1 2

1. describe the impact of Russia’s unique location between Europe and Asia.

1,2,3,4,5,6

2. explain how the Byzantines, Mongols, and Orthodox Church influence Russia politically and culturally.

7,8,9,10,11,12,13

3. examine how political, religious, economic, and cultural changes have affected Russia.

14,15,16,17,18,19,20

Strengths:

● To identify your areas of strength, write down the learning targets for questions you were sure about and got right.

Learning Target or Question Description

Why do you feel you did well on this question?(example: I studied, I understood the material)

Review:

● To determine what you need to review, write down the learning targets for questions you were unsure of.

Learning Target or Question Description

Why do you feel you struggled with this question?(example: I did not study, I did not understand material)

Improvement:

● Explain two or more things you could do to improve your performance for the next assessment.

What can I do to improve my performance? (examples: study, reread, ask for help, read questions slower)

1.

2.

3.

4.

Correctives:

● If you missed three or more questions from any learning target, please complete the corrective that goes along with the specific learning target that you missed.

Learning Target Corrective

1. describe the impact of Russia’s unique location between Europe and Asia.

Please watch the following video and fill in the blanks of the related worksheet.

https://youtu.be/etmRI2_9Q_A

Complete the following worksheets.

2. explain how the Byzantines, Mongols, and Orthodox Church influence Russia politically and culturally.




3. examine how political, religious, economic, and cultural changes have affected Russia.







Enrichment:

● If you missed no more than 1 or 2 questions from each learning target, please complete the following enrichment task.

Enrichment Task

Please visit the following website and work independently or with a partner to complete the brochure activity described on the site.

https://sites.google.com/site/kubowicze/

Complete the following worksheet.

https://sites.google.com/site/kubowicze/

You included this

Standards of Quality for Selected Response Assessments

Clear Purposex It is clear who the intended users and uses arex It is clear that this is a formative or summative assessment.

Comments: It is clear that the assessment is formative and how the results will be used.

Clear Targetsx Targets are important – worth the assessment time devoted to them.x Targets are clearly related to the state and/or district standardsx Targets connect to the items on the assessment

Comments: An excellent connection between standards, targets - items on the assessment must be details needed for mastering the targets (several seem like small details, but you know what students need in order to master the targets).Directions: Provide complete directions, both for the overall test and for each item format. Directions include guidance for what is expected in the response as well as how to respond.

x 1. Directions tell the students the objective of the assessmentx 2. Directions tell students types of items found on the assessmentNot graded

3. Directions tell students how many points items are worth

x 4. Directions tell students where to put name, hour, date, etc.x 5. Directions tell students where to write their responses.x 6. Directions tell students how much time they have to complete the

assessmentx 7. Directions tell students what to do if they have questionsx 8. Directions tell students where to put assessment when finishedx 9. Directions tell students what to do when finishedx 10. Encouragement given.

Comments: You can decide if the items above should be part of the general directions.

General FormattingOK 1. Group like questions, e.g. put all of the multiple choice questions together.x 2. Never split a question between pages.x 3. Avoid splitting like questions between pages.

4. Indicate the point value for each question.x 5. Use plenty of “white space” to set off directions, questions and answers,

and sections of the test. Don’t crowd things together.x 6. Keep wording simple and focusedx 7. Highlight critical words (most, least, except, not)

Comments: It is fine to group questions by target instead of by type – I think some students would find this to be very helpful. If you haven’t done assessments this way before, I am curious to find out if this helped or confused students.

Please see highlighting(bold) suggestions in comments.Assessment Items and Target Match

x 1. Assessment items are matched to targets.x 2. Assessment items contain important knowledge or reasoning information.x 3. Answer key provided.

Comments: All items connect with targets. Please provide an answer key.Fill-in-the-Blank

x 1. Leave only important terms blank.x 2. Keep items brief.x 3. Limit the number of blanks per statement to one, at the most two for older

students.x 4. Limit the response called for to single words or very brief phrases.OK 5. Try to put the blanks near the end of the statement (or better yet, see 8

below).x 6. Try to ensure that only one term fits each blank.n/a 7. Indicate the units if the answer called for involves a numerical measure.n/a 8. Number the blanks and provide lines down the right-hand side of the page,

all the same length, for students to write their answers.x 9. Do not make length a clue.

Comments: These questions look good.

True/Falsex 1. Use a single point that determines the truth of the statement. An example

violation: The cm is larger than the mm and the mm is larger than the dm.x 2. Take care with grammar and spelling.x 3. Have approximately ½ of the statements true and half false. If is easier to

start with all true statements, then go back and change some to false statements.

x 4. Use a random pattern in the sequence of answers, e.g., TTFFT is ok, TFTFT is not.Comments: These questions are also fine.

Matching1. Make certain that the relationship between the stems and the responses is the same throughout the question. For example, all of the items might be things OR events, but a combination of thins and events is inappropriate.2. State the specific relationship between the stems and responses in the directions to the question. Check that it fits each stem and its response.3. Put the stems (questions) column on the left and number them.4. Put the blanks for students to record their answers next to the stems (or on an answer sheet).5. Put the responses (answers) column on the right and letter them (capital letters).6. Provide more responses than needed (about 40-50% more than the questions to avoid having students use process of elimination.Comments:

Multiple Choicex 1. Use the same number of distractors (wrong answers) for every question.x 2. Use plausible distractors that are related to the stem and are similar in

character.

x 3. Have all distractors (and the correct answer) about the same length.x 4. Use correct grammar; if the stem is an incomplete sentence, each

distractor should be grammatically consistent with it and complete the sentence.

x 5. Put all of the distractors in a single column, not side by side or in two columns.

x 6. Use reasonable vocabulary and avoid wordiness and ambiguity.x 7. Vary the position of the correct answer (the tendency is to make it B or C).x 8. Limit the use of “all of the above” and “none of the above.” If you do use

them, make them as frequently the incorrect answers as they are the correct answers.Comments: Multiple choice questions also look good.

Student Involvement1. Assist students with self assessment, tracking learning, and communicating about their learning. Include correctives for each target, an enrichment activity, and an accommodation plan for diverse learners.Comments: The self-assessment piece looks good. Please add correctives for each target, an enrichment activity and your accommodation plan.

Coming along. The biggest things to add would be the correctives, enrichment and accommodation plan. Thank you.

The additions you made to this assessment make it much more effective. This will be a fine example to put in

your portfolio as you apply for teaching jobs. Thank you.

Jacque

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