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Assessments - Coggle Diagram
Assessments
H-O-T Questions
Guided Questions
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ME: Describe grasshopper's reaction after he tried the honey. Do you think he liked it?
Student: No, he did not like it.
ME: No, he did not like it. How do you know he did not like the honey?
Student: He said it was gross!
ME: Yes, grasshopper said it was gross and he was hopping home to eat some leaves.
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Ending Questions
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At the end of the story, grasshopper talked to a friend. What advice did his friend give him?
Student: She said the other foods weren't good for a grasshopper and he needed to eat leaves or grass. They were the best foods for a grasshopper.
ME: Yes, she told him it is best for him to eat grass and leaves. Determine if it was a good idea for grasshopper to try the new foods.
Student: No, it was a bad idea.
ME: It was a bad idea. Explain why it was a bad idea.
Student: Becasue the other foods aren't good for grasshoppers and can make them sick.
ME: That is correct, those foods are not good for a grasshopper to eat.
ME: In the book, the author used the word grazed. What do you think the word grazed means? Give some examples of grazing.
Student: It means he was eating.
ME: Yes, it does mean grasshopper was eating. What are some examples of grazing?
Student: Cows graze on grass.
ME: Yes, very good example! Cows do graze on grass!
Opening Questions
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The title of our book is Grasshopper's Gross Lunch. Can you compose a new title for our book based on your prediction?
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Examine the cover of our book. Looking at the cover, what do you predict our book is about?
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Formative
A Formative assessment used to gather information on what student have learned, obtain feedback for adjusting or modifying lessons. These assessments are of little value for grades, they are only used to determine student growth. They can be given to adjust instruction immediately. Gather evidence of learning, evaluate data, provide feedback, and adjust lesson
3-2-1 Exit Slips - Students write 3 things they learned, 2 things they found intriguing, and 1 questions they have
Self-Assessment - have students give a thumbs up or down to signify understand, use color coded cards or cups, or use a sticky note for students to write a questions
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Performance
Performance assessments are a type of assessment that students perform instead of formally test with questions and answers. They are skill building activities instead of written assessments.
Conducting and explaining an experiment is a type of performance assessment. Students conduct the experiment then give an oral report over the results.
Acting out a topic (like a historical event) instead of writing a report. This could include writing a play and acting it out
A portfolio is a display of a student's best work.shows what they have learned over a course of time.
Diagnostic
Diagnostic assessments are used as pre-assessments to determine a student's strengths, misconceptions, or areas of need. Assist teachers in lesson structure, pacing, and knowing how to meet student needs.
K-W-L chart is a type of diagnostic assessment used to determine what a student knew before (K), what they expect to learn (W), and what they learned (L)
Pre-tests are used to determine areas of need and strengths of students for teachers to adjust their lessons and build on what students know.
Running records are a diagnostic assessment used to determine a students growth from before instruction begins until it ends. Running records are taken are various times throughout the year to determine student growth and to adjust instruction
Summative
Summative assessments are typically given at the end of a unit, grading period or semester. They are used to assess learning and are high stakes/significant point value. Administered using pen and paper or online.
Write a script or song have each student, or group or students, write a script or song about what they learned throughout the unit, semester or yea. This type of summative assessment allows student's creativity to shine and allows for scaffolding
Infographics are used to visually represent information learned throughout the unit, semester or year
Mid-term or Final Exams are used to determine the cumulative knowledge a student has gained throughout the semester or year.
Interim/Benchmark
Interim/Benchmark is an assessment used to determine where a child is their learning and if they are on track for future assessment.
Interim testing are given at different intervals and are used to determine student growth for future lessons.
State Testing, such as the STAAR, used to determine what a student has learned in that grade - achievement of grade level knowledge
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