Академический Документы
Профессиональный Документы
Культура Документы
a midterm exam
a final project
a paper
a senior recital
Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
Assessment:
Performance Tasks: extended projects, and presentations.
After I teach a full chapter a project is assigned to groups of
students. Each group of students is assigned a section of the chapter. They
are responsible for mastering that section. Then they make a presentation
including technology, outlines, and video. They present their section to the
entire class. The students get to teach their friends. They are responsible for
assigning a few problems for homework, and then they are responsible for
grading the homework. When they grade the homework they make notes
about missing work, or if it is wrong how they correct their mistake. After
each group presents the homework is given out, the homework is collected,
the homework is checked, and then it is handed back to all students. Then
the students can all study from their homework they get back from every
group. The test is distributed the next day. I really enjoy this as an
assessment because they get to make assessments on their own friends.
They really enjoy taking on the role of the teacher. This allows me to make
assessments based off of how hard they worked together in a group setting.
Also during presentations I am sure to ask other members of the group
0-10 points
10-15 points
15-20 points
Teamwork/Ou
tline
No outline was
completed.
Students did not
work well together,
and team work was
not evident.
Organized/Us
e of
PowerPoint
Presentation
No PowerPoint
/PowerPoint was
not organized
effectively.
Content/Corr
ect Assigned
Topic
PowerPoint was
clear, and very
direct.
Accuracy
Time
Management
& Class
Attention
Presentation was
too short. Class
was not engaged,
or focused.
Presentation was
too long. It kept the
class focused, but
bored.
Presentation was
executed in a
timely manner, and
students
participated in a
whole.
Assessment #2
Informal Assessments: teacher observations, teacher checklists,
conversations, and interviews.
A great way to make assessments about your students is paying close
attention to their behavior. They can be surprising sometimes. After I teach a
full chapter a project is assigned to groups of students. Each group of
students is assigned a section of the chapter. They are responsible for
mastering that section. Then they make a presentation including technology,
outlines, and video. They present their section to the entire class. The
students get to teach their friends. The students sitting down watching the
students present must keep the role of being a student. This is the last day
before students will have their test. They already know that this is the last
time they can ask the questions they need to. If something is unclear they
need to ask their peers. As I sit in the room I watch to make sure each
student is asking the appropriate questions. I also watch to make sure if a
mistake is made in a presentation that the students at their desks speak up,
and correct the mistake. This is a learning process for the entire class. This is
also a good way to teach students how you want them to respond when you
are teaching. In future lessons I can go back to my assessments made about
each child, and use that in the classroom. For example Jerimiah remember
when you asked questions during the presentations? You are expected to
speak up if something is unclear just as you would with your classmates. This
allows me to make them feel more comfortable in the classroom. The
informal assessment will be based off of the students and how they react
while the students are presenting.
0-5
Attentiveness
Note Taking
Noticing
Mistakes
Responsivene
ss
5-10
10-15
Student took
notes, and
stayed focused
for the entire
time.
Student noticed
the mistake, and
corrected it.
Student noticed
wrong content, but
did not correct the
mistake.
Student asked
questions, but
some questions
were already
answered.
Student spoke
when spoken to,
and asked
questions.
INTERVENTIONS,
ACCOMMODATIONS
& MODIFICATIONS
-Present Warm Up
on the Smart board
from previous
lesson for students
to show complete
understanding.
-Review the rubric
given out before
the assignment
was due.
-Answer any
questions
regarding the
grading process.
SWBAT/GOAL:
Watch their peers teach a short lesson
Take notes and participate with
presenters
Follow directions
Students will be prepared for their
chapter test
Objectives:
Chapter 9