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Assessments, original-4330529-1, add frac w like denom, integer-addition…
Assessments
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Interim/Benchmark
DEFINITION: Interim/Benchmark assessments are typically given 1-2 times a year to gauge where students stand in understanding topics that have been covered, and topics that will be introduced later. It is a good way to determine general student achievement overall the entire grade.
End Of Course (EOC): The EOC is a state benchmark given in Texas at the end of the school year for high school courses. The EOC measures student performance and determines if the student is performing at the appropriate grade-level expectations.
State of Texas Assessment of Academic Readiness (STAAR):The STAAR test is the end of the year assessment that measures student achievement and knowledge of each grade level 3-8.
Formative
DEFINITION: A formative assessment is the task of collecting students' understanding of a concept, providing appropriate feedback based on achievement, and then supporting their levels of understanding by differentiating further instruction. These assignments are useful to gauge the general understanding standpoint of the students.
THINK-PAIR-SHARE: Students are presented a question regarding the content. After reading over the question and giving students a minute to think about the answer as a whole group, students pair up with shoulder partners and share with each other what they think about the question.
GLOW AND GROW: At the end of class, students are asked to write a a "Glow and Grow." The glow is something that they are good at, feel confident in, or are proud of themselves for. The grow is something that they feel they need reinforcement in, something they can work on, or something they do not understand at all.
Summative
DEFINITION: A summative assessment is used to collect data at the end of a chapter or unit. Summative assessments carry more weight and are used as major grades for the course. The summative assessment provides data of how students are able to conclude everything learned in one chapter/unit.
UNIT PROJECT: Unit projects can be useful to gather summative data, while allowing students to show what they know, be creative, and have the opportunity to dive deeper into the content. Unit projects often require the student to follow a rubric so that there is a general consensus of expectations, and room for students to choose to research more heavily and surpass the expectations for a higher grade.
RESEARCH PRESENTATION: Research presentations are a way for students to show what they know by creating a presentation and presenting to the class what they have learned. This encourages research, independent creativity and social skills.
Diagnostic
DEFINITION: A diagnostic assessment is a way for teachers to determine what each students refinement and reinforcement areas of the concept are before diving into the instruction. This helps the teacher understand how to differentiate when getting into the content instruction.
ANTICIPATION GUIDE: strategy used for learning new content. Allows students to write what they think the topic of the day, lesson, or unit will cover and how much they already know about the concept.
PICTURE INTERPRETATION: Have an interesting picture on the board. Allow students to think about how it relates to the lesson. After a few minutes, have students share their ideas.
Performance
DEFINITION: A performance assessment is a type of assessment that asks students to perform a specific skill.
ERROR ANALYSIS INVESTIGATION: Have students work in partners to investigate the error that the student makes in each problem, have them identify the error and explain the correct process.
DISASTER RELIEF MISSION: Students are divided into teams of three (one air traffic controller and two pilots) and given four disaster missions to solve. Each team is distributed across two location (either side of the room). Students communicate with their teams via Google Docs.
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