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Assessments (H.O.T. Questions (Guiding Questions (How is the Cat in If You…
Assessments
H.O.T. Questions
Guiding Questions
How is the Cat in If You Give a Cat a Cupcake the same as the Mouse in If You Give a Mouse a Cookie? How are they different?
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Closing Questions
How does the idea in this book connect to the books If You Give a Cat a Cupcake and If You Give a Mouse a Cookie?
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Formative
Formative assessment is the process of gathering information on student learning in order to give student feedback and to adjust and improve instruction according to the needs and progress of students.
Exit Ticket: Ask students to answer a question on a slip of paper and have them hand it to you as they exit your class.
Drawing a Concept: Give students a piece of paper and have them draw out a concept (i.e. food chain, decomposing numbers, etc.)
Summative
Summative assessment evaluates the product of student learning at the end of an instructional unit in order to measure student achievement.
End of Unit/Chapter Tests: An exam given at the end of a chapter or unit that measures how well the student had achieved/mastered the content.
Final Projects: Have student complete a project at the end of an instructional unit that shows what they learned during the unit.
Interim/Benchmark
Interim/Benchmark assessment is a form of assessment that falls somewhere between formative and summative. These types of assessments are given periodically throughout the school year and are used to both measure achievement and inform future instruction.
District-Wide Assessment: Most school districts require students 3rd grade and older to complete district-wide assessments two or three times per year. These assessments often resemble Texas standardized tests like STAAR.
Measure of Academic Progress (MAP) Test: A computerized test that is administered three times a year. The test is designed to inform instruction and measure student growth and achievement throughout the year.
Performance
Performance assessment requires students to perform a task rather than answering multiple choice or true/false questions. These assessments help teachers to see how well students have mastered and generalized the skills.
Plan a Filed-trip: Give students a hypothetical budget and resources for research and have them use their math skills to plan a hypothetical field-trip that must stay within the given budget.
Portfolio: Over the course of a unit, have students compile the things they have learned into a portfolio. This can contain any student work, including any combination of reflection papers, diagrams or concept maps, research, etc.
Diagnostic
Diagnostic assessments are given before teaching a chapter or unit to inform teachers of achievement gaps before starting the unit so that teachers know what skills to target at the start of the unit.
Teacher-created pre-test: The teacher creates an assessment testing the things that are to be learned in the unit. From the students' answers, the teacher can know what knowledge and skills have already been mastered and which ones will need targeted instruction.
KWL Chart: Have students think about and record the things they already know about a certain topic and the things they wonder or want to know about that topic. Then as you go through the unit together, have them fill in things that the learned.
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