Validating Questions for the Thematic Unit Plan
(To be used in conjunction with the Thematic Unit Plan Outline)
 © 2003

A.   For Standards and Instructional Objectives:

  1. Is each standard clearly associated with at least one instructional objective?
  2. Does each instructional objective explicitly state the knowledge the student is using (learning)?

    3. E.g.: CORRECT-- TSW use the concept of barometric pressure to predict weather conditions while acting as a meteorologist in a role-playing assignment.

    E.g.: INCORRECT-- TSW understand barometric pressure.

  3. Does each instructional objective reference the activity in which the student will apply the knowledge?

B.   For Activities and Assignments:

  1. Motive State: Does the assignment create interest in the student, a felt-need to resolve the situation given in the assignment?
          a) Is there a motive state across the entire lesson?
  2. Valid: Does the assignment absolutely require the use of the knowledge identified in the instructional objectives?
  3. Authentic: Is the assignment real-world-like? Does it require the student to use and apply the knowledge as it is authentically used in the real world?
  4. Meaning: Is there a post-assignment discussion, a reflective session that deals with how and why the students approached the assignment as they did?

C.   For Assessment of Student Learning:

  1. Scope: Does the assessment cover all instructional objectives?
  2. Authentic: Does it require students to show clearly that they know how to apply the knowledge, to demonstrate they know how, where, and when to use it?
  3. Valid: Does the assignment absolutely require the use of the knowledge identified in the instructional objectives? How are they asked to "drive the car" so to say?

D,   For Standardized Test Preparation:

  1. What post-thematic unit activities will be directly related to giving the students the opportunity to connect what they did in the unit to how that same knowledge may be formatted on the standardized tests?
© 2003 Randy L. Hoover and Kathy M. Shook