Assessments
Formative
Summative
Interim/benchmark
Performance
Diagnostic
Definition: Diagnostic assessments are used by teachers to collect information about their students strengths and weaknesses prior to instruction.
Definition: Formative assessments gather evidence of student learning to provide feedback to students and teachers. Formative assessments help teachers adjust their teaching to better help their students.
Pre-assessments: given to students before a unit to see what they already know and help teachers adjust instruction
Two Roses and a Thorn: Students write down 2 things they learned during the lesson and 1 thing they need more clarification with
Definition: Interim assessments also known as benchmarks are tests given periodically throughout the school year to check if students are on track. These types of tests are more formal and have little to no student feedback.
District assessments: District assessments are given every couple of weeks and are created by districts to see where all students are performing in a certain grade level
:
STAR testing: A test given to students in Texas to test their knowledge in various school subjects.
Definition: Summative assessments are given at the end of unit and are high stakes. These tests are given to see if students have mastered the content at hand.
Final project: Given to students to summarize their learning at the end of a unit.
End of unit exam: given to students to test their knowledge of the topics taught during a specific unit.
Student work samples: For example, looking at a students writing samples from previous years to see their strengths and areas of weaknesses.
Sight Word Lists: show students a list of sight words and have them read the words on the list marking which ones students read incorrectly.
Definition: Performance assessments require students to perform a task rather than answer questions from a pre-made list.
open ended responses: students answer a question using a few short sentences to demonstrate their understanding.
Research paper: Students research a certain topic and write their findings in an essay.
H.O.T Questions
Opening
Guiding
Closing
What was the main idea in A Bad Case of Stripes?
How would you have dealt with the problem having a bad case of stripes?
How do you think Camilla felt when all her classmates were laughing at her? Why do you think that?
Why did Camilla not what others to know that she liked lima beans?
How did you feel on the first day of school? :
What did Camilla learn by the end of the story?
