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Assessments, Summative - Coggle Diagram
Assessments
Formative
Formative assessments are meant to monitor student performance. Teachers can use information gathered from these assessments to see what students know and how instruction may need to be altered.
Paragraph: Students write a short paragraph about a significant person from the Renaissance Era.
Central Idea Quiz: Students take a 5-multiple-choice question quiz about what the central idea is of 5 chapters read in the Renaissance Era reader.
Interim/Benchmark
Interim/benchmark assessments are used to see if students are on track with where they need to be. Teachers use this as a comparison to the standards set in that school year.
District Assessments: Tests on a single subject given by the district where teachers can compare their student scores to other student scores.
STAAR: Texas standardized testing given at the end of the school year to assess what students know.
Performance
Performance assessments are where students are demonstrating or performing a task that showcases how they apply their learning.
Charades: Students pick a card with various vocabulary or content from the chapter and act it out.
Investigation: Students completing investigations, such as in science to do experiments and get to a conclusion.
Diagnostic
Diagnostic assessments are used to find a student's strengths and needs. Teachers can use these to plan instruction to best meet student needs.
Bell Breakers/Entry Slips: These are the first thing students do when they enter the class. It would be something like a short-response question that they answer or writing down what they know about a certain topic.
Surveys: Find out what students know and don't know about a topic.
Summative assessments are meant to evaluate student learning at the end of a unit or chapter. Teachers use this to see if their students mastered the concept or need to be retaught.
Final Project: Students complete a final project poster about a significant person from the Renaissance Era.
End of Unit Exam: An exam given to students at the end of a unit to assess what they learned.
HOT Questions
Guiding Questions
Q1: What has Amy said that shows us how she is feeling about going to Fossil Camp?
Q2: Amy's brother seems really excited. Why is he wanting to go to Fossil Camp so badly?
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Opening Questions
Q1: Based on the title, what do you think this chapter will be about?
Q2: What is a Fossil Camp? What do they do there?
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Closing Questions
Q1: How does Amy feel now that she's arrived at Fossil Camp and interacted with the other campers?
Q2: Amy is going to do the dig site now. Do you think she will enjoy it or still be upset?
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