The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcome described in the content standards have been met.
Summative Assessment
Prisoner B-3087/ Argument Unit: Project of Prosecution The purpose of this project was to aid students in reinforcing what they learned during our argument essay unit. In this project students needed to research a group that may have done something illegal and determine whether or not the illegal actions was justified. They would need to tie this back to our primary text of Prisoner B-3087. Working with the essential question of, "Is survival at all cost humane" students would research that group and provide background information, make a claim that was arguable, provide evidence to support their claim, explain the evidence and then tie it to our text. They need two sources one of which had to be Prisoner B-3078. This project was designed to provide students the opportunity to work with a partner, to create a slideshow that would allow them to research a topic, to follow a rubric in checking they had all the required pieces, and monitor their progress as they worked together in a learning team. Student Work Students presented this project to their peers. It was graded based on the rubric they were given at the beginning of the project. Students graded themselves as a group prior to presenting, looking closely at their project. I grade their presentations with the rubric, this allowed students to reflect on their projects, what was required, what they did and what they could have done better. |
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Formative Assessment: Exit Tickets
Using exit tickets at the end of a lesson to assess students understanding of the concept, content, or topics of lessons gives me a quick way to look at how students are doing in my class. This allows me to pull students who need a reteaching moment. It allows me to make adjustments to the way in which I teach my content. Being able to reflect upon student learning and making critical changes to instructional practices based on data has helped me to adapt my instruction be more focused on those concepts that students need help understanding. |
Formative Assessment: Bell Writing
The purpose of a bell write is to help students begin thinking about the topics that we will be learning about in class that day, and to reflect upon previous class discussions. It helps them to activate their funds of knowledge, to settle down into the class environment, to help them to reflect and monitor their own learning. This is useful insight into my students thought process. |
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Formative and Summative
Pre-Assessment/Post Assessment
In assessing what students knew about figurative language at the beginning of the unit, and then giving them the same assessment at the end of the unit, I was able to show that students had actually learned what I said that I was going to teach.
The pre-Assessment helped me to focus on the figurative language that students did not know and to reinforce those that they did. It guided my instruction and helped me to meet the needs of the students in my classroom.
The post-assessment helped me to monitor student learning by looking at the outcomes of the assessment. Having students then compare and contrast their own pre/post assessment allowed students to be active in their own learning and to reflect upon their progress.
Pre-Assessment/Post Assessment
In assessing what students knew about figurative language at the beginning of the unit, and then giving them the same assessment at the end of the unit, I was able to show that students had actually learned what I said that I was going to teach.
The pre-Assessment helped me to focus on the figurative language that students did not know and to reinforce those that they did. It guided my instruction and helped me to meet the needs of the students in my classroom.
The post-assessment helped me to monitor student learning by looking at the outcomes of the assessment. Having students then compare and contrast their own pre/post assessment allowed students to be active in their own learning and to reflect upon their progress.
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