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Assessment - Coggle Diagram
Assessment
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Formative
Definition: Formative assessment is a cyclical process of gathering evidence of student learning. Formative assessments provide feedback for teachers that can lead to changes in instructions strategies to achieve learning further. The assessment can be formal or informal, depending on the situation.
Entrance Question: Before entering class, students will answer a multiple-choice question over the required chapter they needed to read. If they get the answer right, they may enter the class. If they answer wrong, they must return to the ends of the line and try again. Students get three tries all together. (Formal Formative Assessment)
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Socratic Seminar Discussion: The student contributes to the group's thoughts and argument during a Socratic Seminar. The student, as the speaker, is effectively organizing their thoughts and conveying those thoughts to the class. (Informal Formatic Assessment)
Interim/Benchmark
Definition: Interim/Benchmark assessments are another process that gathers evidence of student learning of where they are at a specific time throughout the year. This type of assessment is periodically tested throughout the year, usually occurring every six weeks. Typically written in a formal writing style, this assessment type has very little student feedback than others.
Chapter Quizzes: The teacher will assign a chapter quiz every few chapters of a book the class has been reading. This quiz will contain multi-level questions from recall questions to comprehensions to analysis questions.
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Unit Test: During the year, the school year is divided into four, six-week units. These units, in conjunction, cover everything that will be on the STAAR and EOC test for English I. To see if students are progressing and learning everything within each unit, the teacher delivers a Unit Test.
Summative
Definition: Summative assessments are representative samplings of what a student has learned over a considerable period. While typically reserved for state-required exams or end-of-year exams, these tests are a comprehensive way to see if a student has learned the required material because, if not, there is little time left to adjust teaching to help.
STAAR/End-of-Course (EOC) Exam: At the end of each year, the state of Texas requires students to take an EOC exam for specific grades and content areas. English I students need to take this test to provide a representative sampling of how well students succeeded in learning the materials required within the specific grade/content area.
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Final Analysis Essay: Students throughout the year have been learning the different components of an analysis essay. They learned how to formulate a thesis, formal literary body paragraphs, make a conclusion, and work an essay through the writing process. To show whether or not the student has successfully learned the required skill of writing an analysis paragraph.
Performance
Definition: While many assessments take the form of a multiple-choice question test, performance assessments are a type of test that requires the students to perform specific tasks. Using a rubric or other criteria lists, teachers grade students on how well they perform that particular task.
Writing A Sonnet: Students will have to write a sonnet about their biggest dream using all of the sonnet conventions.
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Oral Pitch of a New Product: Students will create a new product and market the product to the class. Students should be utilizing all modes of persuasion to create their arguments.
Diagnostic
Definition: A diagnostic assessment is an assessment that is given at the beginning of a lesson, unit, or curriculum to assess the background knowledge of the students to determine areas of refinement and areas of reinforcement. This type of assessment lays the foundation to beginning charting the overall success of a student.
Scholastic Diagnostic Placement Test: This test has students answer questions, and the results show what reading level a student is at in their learning. This information will help teachers understand and adjust lessons to help students as needed.
Anticipation Guide: Before reading a new book, students will fill out an anticipation guide that will ask them to agree or disagree with statements related to the upcoming reading. They will then do the same after. When reviewing students' answers to the before-reading statements, we can assess whether a student has encountered this book or book topics before.
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