Selected Rsponse Questions
Selective Response Questions
Analyze simple, compound, complex, and
Knowledge and Understanding:
True or False
1. A simple sentence has a subject, a verb, and a completed thought.
Analyze simple, compound, complex, and
compound-complex sentences correctly,
punctuates properly,
and identify fragments and run-ons.
True or False
1. A simple sentence has a subject, a verb, and a completed thought.
2. A compound sentence refers to a sentence made up of two dependent clauses connected to one another with a conjunction.
3. A sentence fragment is not an independent clause.
Analysis:
Read the sentences below and pick the best description of the part of each sentence.
1.Greg works in a bank.
a. Greg is the subject and work is the adjective
b. Greg is the verb and banks is the noun
c. Greg is the subject and bank is the verb
d. Greg is the subject and work is the verb
b. Greg is the verb and banks is the noun
c. Greg is the subject and bank is the verb
d. Greg is the subject and work is the verb
2. The teacher sings and the students clap.
a. The teacher sings is a dependent clause connected the students clap a independent clause by the adjective and.
b. The teacher sings is the coordinating conjunction that connects and to the independent clause the students clap.
c. The teacher sings is a independent clause connected by and a coordinating conjunction to the other independent clause the students clap.
b. The teacher sings is the coordinating conjunction that connects and to the independent clause the students clap.
c. The teacher sings is a independent clause connected by and a coordinating conjunction to the other independent clause the students clap.
3. After the rain stops
a. After is the verb and rain is the noun.
b. Rain is the subject and stops is the verb.
c. After is the subject and stops is the verb.
b. Rain is the subject and stops is the verb.
c. After is the subject and stops is the verb.
Classification:
Choose the sentence example that matches the sentence type.
1.Simple Sentences:
a. Some students like to study in the mornings
b. The Students are studying because they have a test tomorrow.
c. Since you asked.
d. Juan and Maria went to the movies after they finished studying.
b. The Students are studying because they have a test tomorrow.
c. Since you asked.
d. Juan and Maria went to the movies after they finished studying.
2. Compound Sentences:
a. John, being a friendly computer salesman and baseball fan.
b. Juan and Arturo play football every afternoon.
c. Alejandro played football, so Maria went shopping.
d. The teacher returned the homework after she noticed the error.
b. Juan and Arturo play football every afternoon.
c. Alejandro played football, so Maria went shopping.
d. The teacher returned the homework after she noticed the error.
3. Sentence Fragments:
a. Driving in the city during the evening rush hour.
b. Alicia goes to the library and studies every day.
c. I tried to speak Spanish, and my friend tried to speak English.
d. When he handed in his homework, he forgot to give the teacher the last page.
b. Alicia goes to the library and studies every day.
c. I tried to speak Spanish, and my friend tried to speak English.
d. When he handed in his homework, he forgot to give the teacher the last page.
Table of Specifications: Creating Selective Response Assessment
Grade Level: 8th
Subject: Language Arts
Analyze simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and identify fragments and run-ons.
When creating the chart of my assessment and deciding what type of question I would be asking and how many of each question I would ask I considered my instruction and the skill that is required by the standard. I determined I would use knowledge and understanding questions, analysis questions, as well as classification questions. The need for students to have a basic understanding and knowledge of the subject matter is key so, I chose to use two questions for each item of the content. Analysis questions will be used to allow students to break down all the parts that make up a sentence in order to be able to identify different types of complete sentences as well as sentence fragments and run-ons. I chose to have my students’ complete two questions for each content item. Classification is necessary for students to be able to identify and label different types of sentences.
Subject: Language Arts
Analyze simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and identify fragments and run-ons.
When creating the chart of my assessment and deciding what type of question I would be asking and how many of each question I would ask I considered my instruction and the skill that is required by the standard. I determined I would use knowledge and understanding questions, analysis questions, as well as classification questions. The need for students to have a basic understanding and knowledge of the subject matter is key so, I chose to use two questions for each item of the content. Analysis questions will be used to allow students to break down all the parts that make up a sentence in order to be able to identify different types of complete sentences as well as sentence fragments and run-ons. I chose to have my students’ complete two questions for each content item. Classification is necessary for students to be able to identify and label different types of sentences.
Understanding Teaching and Assessing Reasoning
“Reason and free inquiry are the only effectual agents against error,” believed Thomas Jefferson (Lewis, 2009 par. 53). What is reasoning? How can it be best taught? What is the best format for assessing reasoning? These questions breakdown the foundation of assessment and the architecture of how it works. Reasoning occurs when a student takes a piece of knowledge and skill and applies it to make connections, comparisons, contrasts, and conclusions about more than one item of information. A higher level of cognition is required when reasoning skills are applied. Webster’s (2009 par. 2) defines reasoning as, “a statement offered in explanation or justification; a rational ground or motive; a sufficient ground of explanation or logical defense: something that supports a conclusion or explains a fact; the thing that makes some fact intelligible.”
This component makes up the ideals that arch over Blooms Taxonomy. Reasoning has been and will continue to remain at th e center of educational discussion and planning. Rick Stiggins devotes a good portion of his book An Introduction to Student-Involved Assessment FOR Learning to the break down of reasoning and how it is met with purposeful assessment. Stiggins states that reason is, “the ability to use knowledge and understanding to figure things out to solve problems.” (2008, p. 51) The following are some elements that are present in the act of reasoning: analyzing to solve, comparing, contrasting, inductively/deductively reasoning, error analysis, abstracting and/or evaluating.
How do you teach a student to reason well? This is one of the great questions in studying metacognition. There must be an understanding of how the brain categorizes thoughts and culminates them in order to come to a solution (Stiggins, 2008). Stiggins declares six patterns of reason and it is through these patterns that reason is studied, taught, and classified. Analysis, synthesis, comparison, classification, inductive/deductive inferences, and evaluation are the six identified patterns of reason (2008). The mind starts by wanting to understand a pattern of how a thought or action plays. At this point synthesis, classification, and inductive/deductive reasoning skills are being used. It is rare that only one pattern of reason is used to come to a solution . These six patterns are overlapped and combined to work to a secure final solution.
Analytical reasoning is used to find the purpose of the pieces that are apart of a whole. In this pattern of reasoning two main points are considered; how do these pieces match up and how does the culmination of the entire piece work together (p.57). A teacher might use a dissection or simulation to teach analytical reasoning, because in this the students could identify the parts that make up the whole and clarify how all the identified parts work together to accomplish the purpose.
Synthesizing involves two or more pieces of information coming together for a solution(p.57). Using this pattern, teachers often use cross curricular skills in developing integrated units (p.57). Writing up lab reports taps into synthesizing by combining predicting, data collection, data analysis, math, theories, and a final solution in the form of writing. Stiggins (2008) says, “Thematic instruction encourages students to bring knowledge and productive patterns of reasoning together from several disciplines, as they explore their particular theme, whether it be the study of a particular culture, scientific problem, or social issue.”(p.57)
Comparative reasoning is the act of determining the similarities and differences of something (p.58). In order to effectively teach a student to analyze things through similarities, differences or both the student must have a clear understanding of the items they are to compare (p.58). Then the student must choose what elements they will consider in comparing and/or contrasting the items (p.58). After gathering information about similarities and differences a final response is given. This should answer why the elements were chosen to highlight similarities and differences and how the items compare in these areas. For example in a language arts course students could compare and contrast The Diary of Anne Frank with To Kill a Mockingbird. The elements to compare might be author, main character, setting, theme, and conflict. Students would have to have read and have a basic understanding of the stories. Then the student must pull out major information from both text and view this information side by side to declare similarities and/or differences and highlight comparison points.
Classifying is the pattern of reasoning that calls for categorizing (p.59). Again in this type of reasoning the student must begin with understanding the characteristics of the item that is being classified and the definite categories that are being used as guidelines (p.59). This type of reasoning is used and taught in the classroom in science when we learn how to classify living organisms and in political science as we categorize political candidates and officials.
Inductive and deductive reasoning is asked when we ask students to either build on a piece of information or breakdown from a piece of information (p.59). Inductive reasoning demands that students make inferences, draw conclusions, or create generalizations based on facts gathered (p.59). A specific fact moves to a common guideline or rule (p. 59). Two examples of this are as follows: “Now that you have read this story, what do your think is its general theme or message? Given the evidence provided in this article about the stock market what is the relationship between interest rates and stock values?”(Stiggins, 2008, p.60-61). Deductive reasoning requires that students apply a common guideline to develop a answer to a specific task (p.60). Within this pattern reason moves from broad to particular (p.60). Two examples of how this pattern of reasoning plays out in classroom questioning.
Given your theory about criminal behavior, who did the killing? Given what you know about the role of a tragic hero in classic literature, if this character is a tragic hero, what do you think will happen next in the story?(Stiggins, 2008, p.60)
Evaluative reasoning is used to place a value on an item based on specific defined components (p.61). Evaluating an item requires the evaluator to logically assess an item by the components set to define the elements that are key to identify (p.61). Instructing students on the Evaluative reasoning pattern is focused in getting students to understand the defined components that they need to identify (p.61). With this in focus students can identify the component and use there findings as evidence in the explanation of their evaluation (p.61). An example of an assignment that might specifically target this skill is asking student to, “evaluate conclusions drawn from an experiment for legitimacy.”(Stiggins, 2008, p.63)
Assessment of reasoning can occurs in a variety such as selected response, essay, performance assessment and personal communication. When creating assessments for selected response the target that is necessary is the correct use of some patterns of reasoning (p.63). With essay assessment the target is if a person can supply an example of adept reasoning (p.63). In assessing by performance the target we are watching for is that students workout a problem or test a product and infer about reasoning competency (p.63). Personal communication assessments must focus on the students ability to ask students to verbally express thoughts or ask concluding and evaluating questions to look for reasoning (p.63). Marzano believes that the keys to purposeful and effective assessment of any skill are that they must be done frequently, in a variety of forms, and then timely feedback must be clearly presented to the student (Silvia, 2009).
It is clear that to be an effective reasoner one must have basic knowledge first, as well as the ability to analyze, synthesize, compare, contrast, analyze, breakdown inductively and deductively, and evaluate. Reasoning is a higher level skill that demands the student to take information to the next level by unlocking patterns and piecing the larger and sometimes unseen puzzle together. In order for this higher level skill to be assessed it must be met by tasks, and measuring tools that parallel its purpose. The assessments must be frequent, valid, relevant, and results must be returned quickly and in a comprehensive manner to ensure effectiveness for the student and the classroom. “When I'm getting ready to reason with a man, I spend one-third of my time thinking about myself and what I am going to say -- and two-thirds thinking about him and what he is going to say,” Abraham Lincoln (Lewis, 2009 par. 2).
References
Lewis, Jone Johnson. (1995). Wisdom quotes. Retrieved June 25, 2009, from http://www.widomquotes.com/cat_reason.html.
Peverini, Silvia. (2009). The value of teacher expertise and good judgement: recent inspiring reading about assessment. [Electronic Version]. Language Arts, 86(5), 3 98-402. Retrieved June 25, 2009, from Proquest Educational Journals database.
Reason. (2009). Merriam-webster online dictionary. Retrieved June 23, 2009, from http://www.merriam-webster.com/dictionary/reason.
Stiggins, Rick. (2008). An Introduction to Student Involved Assessment FOR Learning. New Jersey: Pearson.
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This component makes up the ideals that arch over Blooms Taxonomy. Reasoning has been and will continue to remain at th e center of educational discussion and planning. Rick Stiggins devotes a good portion of his book An Introduction to Student-Involved Assessment FOR Learning to the break down of reasoning and how it is met with purposeful assessment. Stiggins states that reason is, “the ability to use knowledge and understanding to figure things out to solve problems.” (2008, p. 51) The following are some elements that are present in the act of reasoning: analyzing to solve, comparing, contrasting, inductively/deductively reasoning, error analysis, abstracting and/or evaluating.
How do you teach a student to reason well? This is one of the great questions in studying metacognition. There must be an understanding of how the brain categorizes thoughts and culminates them in order to come to a solution (Stiggins, 2008). Stiggins declares six patterns of reason and it is through these patterns that reason is studied, taught, and classified. Analysis, synthesis, comparison, classification, inductive/deductive inferences, and evaluation are the six identified patterns of reason (2008). The mind starts by wanting to understand a pattern of how a thought or action plays. At this point synthesis, classification, and inductive/deductive reasoning skills are being used. It is rare that only one pattern of reason is used to come to a solution . These six patterns are overlapped and combined to work to a secure final solution.
Analytical reasoning is used to find the purpose of the pieces that are apart of a whole. In this pattern of reasoning two main points are considered; how do these pieces match up and how does the culmination of the entire piece work together (p.57). A teacher might use a dissection or simulation to teach analytical reasoning, because in this the students could identify the parts that make up the whole and clarify how all the identified parts work together to accomplish the purpose.
Synthesizing involves two or more pieces of information coming together for a solution(p.57). Using this pattern, teachers often use cross curricular skills in developing integrated units (p.57). Writing up lab reports taps into synthesizing by combining predicting, data collection, data analysis, math, theories, and a final solution in the form of writing. Stiggins (2008) says, “Thematic instruction encourages students to bring knowledge and productive patterns of reasoning together from several disciplines, as they explore their particular theme, whether it be the study of a particular culture, scientific problem, or social issue.”(p.57)
Comparative reasoning is the act of determining the similarities and differences of something (p.58). In order to effectively teach a student to analyze things through similarities, differences or both the student must have a clear understanding of the items they are to compare (p.58). Then the student must choose what elements they will consider in comparing and/or contrasting the items (p.58). After gathering information about similarities and differences a final response is given. This should answer why the elements were chosen to highlight similarities and differences and how the items compare in these areas. For example in a language arts course students could compare and contrast The Diary of Anne Frank with To Kill a Mockingbird. The elements to compare might be author, main character, setting, theme, and conflict. Students would have to have read and have a basic understanding of the stories. Then the student must pull out major information from both text and view this information side by side to declare similarities and/or differences and highlight comparison points.
Classifying is the pattern of reasoning that calls for categorizing (p.59). Again in this type of reasoning the student must begin with understanding the characteristics of the item that is being classified and the definite categories that are being used as guidelines (p.59). This type of reasoning is used and taught in the classroom in science when we learn how to classify living organisms and in political science as we categorize political candidates and officials.
Inductive and deductive reasoning is asked when we ask students to either build on a piece of information or breakdown from a piece of information (p.59). Inductive reasoning demands that students make inferences, draw conclusions, or create generalizations based on facts gathered (p.59). A specific fact moves to a common guideline or rule (p. 59). Two examples of this are as follows: “Now that you have read this story, what do your think is its general theme or message? Given the evidence provided in this article about the stock market what is the relationship between interest rates and stock values?”(Stiggins, 2008, p.60-61). Deductive reasoning requires that students apply a common guideline to develop a answer to a specific task (p.60). Within this pattern reason moves from broad to particular (p.60). Two examples of how this pattern of reasoning plays out in classroom questioning.
Given your theory about criminal behavior, who did the killing? Given what you know about the role of a tragic hero in classic literature, if this character is a tragic hero, what do you think will happen next in the story?(Stiggins, 2008, p.60)
Evaluative reasoning is used to place a value on an item based on specific defined components (p.61). Evaluating an item requires the evaluator to logically assess an item by the components set to define the elements that are key to identify (p.61). Instructing students on the Evaluative reasoning pattern is focused in getting students to understand the defined components that they need to identify (p.61). With this in focus students can identify the component and use there findings as evidence in the explanation of their evaluation (p.61). An example of an assignment that might specifically target this skill is asking student to, “evaluate conclusions drawn from an experiment for legitimacy.”(Stiggins, 2008, p.63)
Assessment of reasoning can occurs in a variety such as selected response, essay, performance assessment and personal communication. When creating assessments for selected response the target that is necessary is the correct use of some patterns of reasoning (p.63). With essay assessment the target is if a person can supply an example of adept reasoning (p.63). In assessing by performance the target we are watching for is that students workout a problem or test a product and infer about reasoning competency (p.63). Personal communication assessments must focus on the students ability to ask students to verbally express thoughts or ask concluding and evaluating questions to look for reasoning (p.63). Marzano believes that the keys to purposeful and effective assessment of any skill are that they must be done frequently, in a variety of forms, and then timely feedback must be clearly presented to the student (Silvia, 2009).
It is clear that to be an effective reasoner one must have basic knowledge first, as well as the ability to analyze, synthesize, compare, contrast, analyze, breakdown inductively and deductively, and evaluate. Reasoning is a higher level skill that demands the student to take information to the next level by unlocking patterns and piecing the larger and sometimes unseen puzzle together. In order for this higher level skill to be assessed it must be met by tasks, and measuring tools that parallel its purpose. The assessments must be frequent, valid, relevant, and results must be returned quickly and in a comprehensive manner to ensure effectiveness for the student and the classroom. “When I'm getting ready to reason with a man, I spend one-third of my time thinking about myself and what I am going to say -- and two-thirds thinking about him and what he is going to say,” Abraham Lincoln (Lewis, 2009 par. 2).
References
Lewis, Jone Johnson. (1995). Wisdom quotes. Retrieved June 25, 2009, from http://www.widomquotes.com/cat_reason.html.
Peverini, Silvia. (2009). The value of teacher expertise and good judgement: recent inspiring reading about assessment. [Electronic Version]. Language Arts, 86(5), 3 98-402. Retrieved June 25, 2009, from Proquest Educational Journals database.
Reason. (2009). Merriam-webster online dictionary. Retrieved June 23, 2009, from http://www.merriam-webster.com/dictionary/reason.
Stiggins, Rick. (2008). An Introduction to Student Involved Assessment FOR Learning. New Jersey: Pearson.
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Create a Checklist
Writing Checklist:CATEGORY & RESPONSIBILITIES
Capitalization
__I have capitalized the first word of each sentence.
__I have capitalized the names of people.
__I have capitalized the names of months, days, and holidays.
__ I have capitalized the names of cities, states, countries, continents and famous places
__ I have capitalized titles of books, movies, etc.
Conventions
__ Each of my paragraphs has one main idea.
__ I used correct grammar.
__ I used commas, periods, question marks, and exclamation points correctly.
__ My printout contains no typos.
Fluency
__ My sentences begin in different ways.
__ My sentences build upon the ones before.
__ My sentences are of different lengths.
__The meaning of each of my sentences is clear.
__ My sentences flow from one to another.
__ There are no run-on sentences.
__ There are no sentence fragments.
Ideas
__ My ideas are logically related to one another.
__ Ideas are written in my own words.
__ My report is clear and focused. I stay on topic.
__ I have listened to suggestions from the teacher or peer writers.
Organization
__My report is sequenced in a logical order.
__My introduction is exciting and inviting.
__I have a satisfying conclusion.
Word Choice
__I used a lot of descriptive words (adjectives and adverbs).
__My words paint pictures in the reader's mind.
__I used synonyms to add variety.
__ Student uses spell check to correctly find obvious mistakes and make correct.
_ Student Reviser will use commenting tool to highlight mistakes or areas of concern and add comments or advice.
__ Student Uses the thesaurus application within word processing program or by accessing the web edition to help vary word choice.
_ Student completed a peer revision ratiocination checklist sheet for a classmate.
_ Student responded to peer revisions by making necessary changes and considering the advise given by their classmate.
Capitalization
__I have capitalized the first word of each sentence.
__I have capitalized the names of people.
__I have capitalized the names of months, days, and holidays.
__ I have capitalized the names of cities, states, countries, continents and famous places
__ I have capitalized titles of books, movies, etc.
Conventions
__ Each of my paragraphs has one main idea.
__ I used correct grammar.
__ I used commas, periods, question marks, and exclamation points correctly.
__ My printout contains no typos.
Fluency
__ My sentences begin in different ways.
__ My sentences build upon the ones before.
__ My sentences are of different lengths.
__The meaning of each of my sentences is clear.
__ My sentences flow from one to another.
__ There are no run-on sentences.
__ There are no sentence fragments.
Ideas
__ My ideas are logically related to one another.
__ Ideas are written in my own words.
__ My report is clear and focused. I stay on topic.
__ I have listened to suggestions from the teacher or peer writers.
Organization
__My report is sequenced in a logical order.
__My introduction is exciting and inviting.
__I have a satisfying conclusion.
Word Choice
__I used a lot of descriptive words (adjectives and adverbs).
__My words paint pictures in the reader's mind.
__I used synonyms to add variety.
__ Student uses spell check to correctly find obvious mistakes and make correct.
_ Student Reviser will use commenting tool to highlight mistakes or areas of concern and add comments or advice.
__ Student Uses the thesaurus application within word processing program or by accessing the web edition to help vary word choice.
_ Student completed a peer revision ratiocination checklist sheet for a classmate.
_ Student responded to peer revisions by making necessary changes and considering the advise given by their classmate.
Design Task Performance
Grade Level: 8th
Subject: Language Arts
Learning Target:
GPS: Edits writing to improve word choice, grammar, punctuation, etc.
ISTE: Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3,4,6)
The student will write an essay on a given topic. The students will use peer editing and self editing to specifically edit word choice, grammar, and punctuation. Students will use the ratiocination process paired with tools that are accessible through technology to create at least a second draft illustrating revisions made through the process. Student must show use of the following tools/technology commenting, highlighting, thesaurus, word find/word replace, spell check, grammar check, and ratiocination checklist.
Students are expected to turn in a final product composed of at least one rough draft and final draft. The rough draft will show signs of digital commenting and use of tools. b. Consider the knowledge students will have to have to do this performance.
Elements of knowledge this performance task will require.
I will first poll the students using basic questioning as well as a survey to determine their skill level with word processing and the tools that go along with it. After gathering feedback I will create a lesson that allows brief teacher centered instruction but is followed by more elaborate small group peer focused instruction to allow for more specific trouble shooting while taping into student knowledge and numbers.
The ratiocination checklist will be taught by reading through and identifying these parts and working through each step as a class on the white board. Then student will work on a sample paper in pairs.
I will use exemplars on clearly defined levels to illustrate different levels of a final product. I will then give students samples and ask them to be the judge. Through class discussion we will compare and define specifically what the final product should look like. Students will have checklists and samples to ensure that the product is complete and aligns with the assignment. b.
I will check work through short term benchmarks throughout the two weeks. I will do little tickets out the door most days to check for understanding as well as monitor their checklist and progressing product. I will also give them the rubric that will be used to grade their final product.
I will use checklists to help students self monitor the process and a rubric to ensure that students clearly know the expectations and desired outcome. The rubric will be used to direct and score/grade their final product.
Subject: Language Arts
Learning Target:
GPS: Edits writing to improve word choice, grammar, punctuation, etc.
ISTE: Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3,4,6)
The student will write an essay on a given topic. The students will use peer editing and self editing to specifically edit word choice, grammar, and punctuation. Students will use the ratiocination process paired with tools that are accessible through technology to create at least a second draft illustrating revisions made through the process. Student must show use of the following tools/technology commenting, highlighting, thesaurus, word find/word replace, spell check, grammar check, and ratiocination checklist.
Students are expected to turn in a final product composed of at least one rough draft and final draft. The rough draft will show signs of digital commenting and use of tools. b. Consider the knowledge students will have to have to do this performance.
Elements of knowledge this performance task will require.
The student will need basic knowledge of tool available in word processing. He/she will also need to know and understand how to use the ratiocination checklist. The student needs to be able to identify the elements of the ratiocination check within there own essay as well as their peers. The student must also be able to use and easily apply tools in word processing to highlight, and make changes within a document.
Provide some information about how will you teach the skills students need to do this performance task. Summarize the tasks that students will have learned before you require them to do this Performance Assessment. You might want to include information about how will you provide students with the practice they will need before you require them to complete this performance assessment task.
I will first poll the students using basic questioning as well as a survey to determine their skill level with word processing and the tools that go along with it. After gathering feedback I will create a lesson that allows brief teacher centered instruction but is followed by more elaborate small group peer focused instruction to allow for more specific trouble shooting while taping into student knowledge and numbers.
The ratiocination checklist will be taught by reading through and identifying these parts and working through each step as a class on the white board. Then student will work on a sample paper in pairs.
After noting adequate knowledge of both components students will work on their essay independently. Once students have completed their essay they will work in pair through the editing process using ratiocination and word processing technology and tools.d. Are there conditions that students need to adhere to? What are they? For example, do students have a time limit? Do they need to work alone or will they be required to work in groups?
Students will be working on a two week time line with short benchmarks to be met along the way. Students will work both independently and in groups.
Students will be working on a two week time line with short benchmarks to be met along the way. Students will work both independently and in groups.
Description of Assessment Design
How will you help students understand what it means to create a "good" product or performance? What scoring documents will you have or create? Will students help create the scoring guides for this assignment? Will you use any models to help them understand what it means to do a "good" performance or create a "good" product?
How will you help students understand what it means to create a "good" product or performance? What scoring documents will you have or create? Will students help create the scoring guides for this assignment? Will you use any models to help them understand what it means to do a "good" performance or create a "good" product?
I will use exemplars on clearly defined levels to illustrate different levels of a final product. I will then give students samples and ask them to be the judge. Through class discussion we will compare and define specifically what the final product should look like. Students will have checklists and samples to ensure that the product is complete and aligns with the assignment. b.
How will you monitor students as they work on this performance assessment to be sure that the work they are doing is turning out "good"? Will you use a checklist, scoring guide or rubric? What procedures will you use?
What kind of a scoring document will you use to determine students' final grades on this task? Will you use a rubric or another kind of scoring guide?
I will use checklists to help students self monitor the process and a rubric to ensure that students clearly know the expectations and desired outcome. The rubric will be used to direct and score/grade their final product.
Design a Rubric
Summary/Review of Rubric:
After reviewing my rubric using the Rubric for Rubrics I saw the relevance in word choice and the power of detailed simplicity. I also identified my need to add a box entitled “Your Next Step” so that student and teacher can clearly define and know where the student is focused and headed in the next activity/concept.
Great Online Resources are avaliable like www.rubistar.com .
Case Study: 8th Grade Math
To what extent was this student successful or unsuccessful on this Math Performance Assessment?
The student struggled to produce correct answers that fully answer the question within the format directions given. The answer given by the student shows lack of procedural knowledge, lack of calculation skills, and lack of written component for explanation of how he arrived at his final answer. The student displayed basic math reasoning skills in his choice to divide 122 by 8 and while his calculation was incorrect he was moving the right direction; however, the reasoning behind the next two steps is unclear and did not produce a correct final answer.
Can you always tell from a performance assessment what went wrong if the student is not successful?
No, you cannot always make clear conclusions about a student’s skill master through performance assessment. When students are assessed through perform tasks the results can be skewed by bias. Stiggins gives a clear example in his book An Introduction to Student-Involved Assessment FOR Learning that focuses on this exact issue. For example if a student is being assessed through an oral exam in a foreign language class that student will use verbs, vocabulary and constructions that he/she is very comfortable with, avoiding all areas that he/she is unsure of or unconfident. Because the student is the author of their response there response is “a self selected bias sample of their content mastery”.
No, you cannot always make clear conclusions about a student’s skill master through performance assessment. When students are assessed through perform tasks the results can be skewed by bias. Stiggins gives a clear example in his book An Introduction to Student-Involved Assessment FOR Learning that focuses on this exact issue. For example if a student is being assessed through an oral exam in a foreign language class that student will use verbs, vocabulary and constructions that he/she is very comfortable with, avoiding all areas that he/she is unsure of or unconfident. Because the student is the author of their response there response is “a self selected bias sample of their content mastery”.
Consider the other types of assessment Stiggins refers to in your text. Would it be of value to use any other types of assessments in a situation such as the one presented in this case study? Because students did not master the math performance assessment and because the assessment type did not clearly line up with the skills were assessing I would first start by going back to knowledge focused (student responses) assessments and then move up to reasoning activities with more explanation required.
How would you change the performance task to ensure that the assessment was valid and reliable?
I would make the directions very clear. I would model with a similar project and I would give the students prompts or hints as necessary (perhaps as a differentiation/accommodation strategy) I would make the assessment more real world and hands on by setting up a few simulations of a table of eight and ten. I would ask the student to create a product such as a drawing layout plan of the room.
Breaking Apart Standards
The student listens to and views
various forms of text and media in order to
gather and share information,
persuade others,
and express and understand ideas.
gather and share information,
persuade others,
and express and understand ideas.
1.What do the students need to know to meet this standard?
Knowledge of persuasive devices
Formats for recording and expressing information
Formats for recording and expressing information
2. What patterns of reasoning must students be able to apply?
Synthesis and analysis of information
Know audience and use/apply appropriate language for expression and persuasion
View critically
Synthesis and analysis of information
Synthesis and analysis of information
Know audience and use/apply appropriate language for expression and persuasion
View critically
Synthesis and analysis of information
3. What skills do students need?
Expressive and receptive listening skills
Gather information
Give information
Identify and use persuasive devices
Expressive and receptive listening skills
Gather information
Give information
Identify and use persuasive devices
4. What products should they be able to create?
Students will listen to a radio broadcasts and view a CNN presentation focused on to music therapy in schools. Students will listen critically and gather information. The students will use the information drawn from these sources to both inform and persuade Willie Dickerson, the principal at Franklin High School about music therapy. Each student must take a stance either for or against the use of music during class transition and classroom instruction. Students must use key evidence presented in the two sources to support their case. All students must so evidence of the use of a persuasive device. The evidence/case should be presented in the form of 2 graphic organizers.
Students will listen to a radio broadcasts and view a CNN presentation focused on to music therapy in schools. Students will listen critically and gather information. The students will use the information drawn from these sources to both inform and persuade Willie Dickerson, the principal at Franklin High School about music therapy. Each student must take a stance either for or against the use of music during class transition and classroom instruction. Students must use key evidence presented in the two sources to support their case. All students must so evidence of the use of a persuasive device. The evidence/case should be presented in the form of 2 graphic organizers.
5. What dispositions will students need to develop to meet this standard?
Students will develop an opinion and stance on a given situation.
Students will develop an opinion and stance on a given situation.
List of Standards
Knowledge Standards -
Identify a variety of Georgia authors both male and female.
Documents resources (bibliography, footnotes, endnotes, etc.).
Responds to questions with appropriate information.
Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text.
Identifies messages and themes from books in all subject areas.
Reasoning Standards -
Interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.
Analyzes a character’s traits, emotions, or motivations and gives supporting evidence from the text(s).
Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
Relates messages and themes from one subject area to those in another subject area.
Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.
Performance Standards -
Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
Writes texts of a length appropriate to address the topic or tell the story.
Demonstrates an understanding of the literary work.
Plans and conducts multiple-step information searches by using computer networks and modems.
Edits writing to improve word choice, grammar, punctuation, etc.
Product Standards -
Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization
Gives oral presentations or dramatic interpretations for various purposes.
Creates an organizing structure appropriate to purpose, audience, and context.
Creates an organizing structure appropriate to purpose, audience, and context.
Plans and drafts research focused writing independently and resourcefully.
DISPOSITION:
Actively solicits another person’s comments or opinions.
Identify a variety of Georgia authors both male and female.
Documents resources (bibliography, footnotes, endnotes, etc.).
Responds to questions with appropriate information.
Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text.
Identifies messages and themes from books in all subject areas.
Reasoning Standards -
Interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.
Analyzes a character’s traits, emotions, or motivations and gives supporting evidence from the text(s).
Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
Relates messages and themes from one subject area to those in another subject area.
Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.
Performance Standards -
Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
Writes texts of a length appropriate to address the topic or tell the story.
Demonstrates an understanding of the literary work.
Plans and conducts multiple-step information searches by using computer networks and modems.
Edits writing to improve word choice, grammar, punctuation, etc.
Product Standards -
Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization
Gives oral presentations or dramatic interpretations for various purposes.
Creates an organizing structure appropriate to purpose, audience, and context.
Creates an organizing structure appropriate to purpose, audience, and context.
Plans and drafts research focused writing independently and resourcefully.
DISPOSITION:
Actively solicits another person’s comments or opinions.
Using Survey Technology
Surveys are a great tool to use to get background information throughout the year. You could start the year with a general survey like the one below or you could use one to find out just how much your students know about a topic such as photosynthesis.
There are great technology tools such as www.surveymonkey.com to help you create surveys as well as use there tools to compile information in a timely and orderly manner.
Getting To Know You
1. What did you eat for breakfast?
What is your favorite breakfast food?_________________________
What did you eat for breakfast? _____________________________
What is your favorite breakfast food?_________________________
Worst Summer Ever Best Summer Ever
3. I am feel excited about the school year because...
__ i heard about the Savannah trip
__ i like shooting rockets,it is a 8th grade science project
__ i think there is a cute boy/girl in my class
__ i am sick of the pool and my little/big brother or sister
__ i cannot wait to take the 8th grade writing test
__ i love to sing - Ms McCoy & Coach Sessions sing in class
__ other_______________________________
4. At home my computer situation is
__ i always have access to a computer at home with internet
__ i always have access to a computer at home but NO internet
__ i sometimes have access to a computer at home with internet
__ i sometimes have access to computer at home but NO internet
__ i do not have access to a computer or internet at home
__ other _______________________________
There are great technology tools such as www.surveymonkey.com to help you create surveys as well as use there tools to compile information in a timely and orderly manner.
Getting To Know You
1. What did you eat for breakfast?
What is your favorite breakfast food?_________________________
What did you eat for breakfast? _____________________________
What is your favorite breakfast food?_________________________
2. Rate your summer vacation on a scale from one to ten.
1 2 3 4 5 6 7 8 9 10
Worst Summer Ever Best Summer Ever
Rate your summer vacation on a scale from one to ten.
1 2 3 4 5 6 7 8 9 10
Worst Summer Vacation Best Summer Vacation
Why?
3. I am feel excited about the school year because...
__ i heard about the Savannah trip
__ i like shooting rockets,it is a 8th grade science project
__ i think there is a cute boy/girl in my class
__ i am sick of the pool and my little/big brother or sister
__ i cannot wait to take the 8th grade writing test
__ i love to sing - Ms McCoy & Coach Sessions sing in class
__ other_______________________________
4. At home my computer situation is
__ i always have access to a computer at home with internet
__ i always have access to a computer at home but NO internet
__ i sometimes have access to a computer at home with internet
__ i sometimes have access to computer at home but NO internet
__ i do not have access to a computer or internet at home
__ other _______________________________
Assessment Experiences: Good and Bad
The Good ...Coach Kahn was the dreaded senior comp teacher who was also the wrestling coach and also failed students for misuse of the comma; however, I learned many things by the methods of assessment he used.
He assessed frequently and always gave prompt feedback. So when it came down to our senior thesis he used the same approach to get all students to the final product successfully. He by NO means held our hands but rather BUSTED our gluteus maximums DAILY to get us there.
He used a variety of methods to assess and correct us. He also taught us how to self and peer edit. This project was 50% of our grade. The final grade was composed of a fifteen page proposal on a major issue that required historical background and a relevant resolution, as well as a speech. The speech/our proposal would be presented to a authentic audience and slaughtered or accepted. The entire process was a through assessment of where we had been.
Expectations were clear and excellence was taught.
The bad... this dates back to Coach Peter's Political Science class Spring Semester 1995. I don’t know if you can call it bad it was more unethical. He would rarely come to class or stay in class. This greatly limited our instruction and knowledge of the standards the state deemed essential.
The straw that broke the camels back was one random day in the middle of the week he threw down a test of epic proportions complete with essay. We all looked at each other like… ahhh what do we do with this. I felt abandoned left out to dry. I think the policy was if he did not instruct and we received good grades the world would stay in balance. This idea was not right either but I was sixteen and as peers we stuck together.
When I, the ritualistically engaged student, received my F I politely excused myself to the restroom and while I did go to the restroom I also set an appointment with Principal Dickerson. I guess you could say someone’s performance was assessed in this class and it was not pretty. Sad thing is I may still lack mastery of political science standards.
Time heals all wounds and experience closes the gap of the standards … in many cases.
He assessed frequently and always gave prompt feedback. So when it came down to our senior thesis he used the same approach to get all students to the final product successfully. He by NO means held our hands but rather BUSTED our gluteus maximums DAILY to get us there.
He used a variety of methods to assess and correct us. He also taught us how to self and peer edit. This project was 50% of our grade. The final grade was composed of a fifteen page proposal on a major issue that required historical background and a relevant resolution, as well as a speech. The speech/our proposal would be presented to a authentic audience and slaughtered or accepted. The entire process was a through assessment of where we had been.
Expectations were clear and excellence was taught.
The bad... this dates back to Coach Peter's Political Science class Spring Semester 1995. I don’t know if you can call it bad it was more unethical. He would rarely come to class or stay in class. This greatly limited our instruction and knowledge of the standards the state deemed essential.
The straw that broke the camels back was one random day in the middle of the week he threw down a test of epic proportions complete with essay. We all looked at each other like… ahhh what do we do with this. I felt abandoned left out to dry. I think the policy was if he did not instruct and we received good grades the world would stay in balance. This idea was not right either but I was sixteen and as peers we stuck together.
When I, the ritualistically engaged student, received my F I politely excused myself to the restroom and while I did go to the restroom I also set an appointment with Principal Dickerson. I guess you could say someone’s performance was assessed in this class and it was not pretty. Sad thing is I may still lack mastery of political science standards.
Time heals all wounds and experience closes the gap of the standards … in many cases.
Looking into the Future... Goals
- Survey students to see what they know.
- Identify the goal or objective.
- Break down the goal or objective.
- Use daily assessments/tickets out the door/online quizzes to daily probe for understanding
- Give feed back within 24 hours of an assessment
- Identify the goal or objective.
- Break down the goal or objective.
- Use daily assessments/tickets out the door/online quizzes to daily probe for understanding
- Give feed back within 24 hours of an assessment
Top 10 Ways to Engage Students in Assessment
10. Don't give assessments on Monday or on the day after returning from a break.
9. Don't give all assessments on FRIDAY.
8. Conference and give feed back about assessment promptly.
7. Use there names within the test questions.
6. Use technology tools such as active votes.
5. Allow students to work in collaborative groups when appropriate.
4. Assess students through out the process giving them quick results so they can note their progress.
3.Use multiple senses such as images, audio/video clips, dissections within assessments.
2. Variety in assessment methods.
1. Include your students in the assessment process before, during, and after.
9. Don't give all assessments on FRIDAY.
8. Conference and give feed back about assessment promptly.
7. Use there names within the test questions.
6. Use technology tools such as active votes.
5. Allow students to work in collaborative groups when appropriate.
4. Assess students through out the process giving them quick results so they can note their progress.
3.Use multiple senses such as images, audio/video clips, dissections within assessments.
2. Variety in assessment methods.
1. Include your students in the assessment process before, during, and after.
Reflection
In module 2.3 when we created lists of standards and categorized the standard by the type of information or action it was calling for really helped me to start at the core of identifying what it is you are assessing. Then taking that information and specifically choosing a format/task that fits the design of what you are assessing.
Module 4.3 took the case study to the next step. The process of task analyzing the components of assessment made me look specifically at purpose and design, flow and function as well as relevance and validity. This experience has taught me alot about working toward what I am focusing on and how to create a purposeful assessment by working through the process.
Module 4.3 took the case study to the next step. The process of task analyzing the components of assessment made me look specifically at purpose and design, flow and function as well as relevance and validity. This experience has taught me alot about working toward what I am focusing on and how to create a purposeful assessment by working through the process.
Conceptual Framework Statement
This blog is entitled standing on the shoulders of giants because of the great quote by Sir Issac Newton.
If I have seen further than others,
it is only because I was standing on the shoulders of giants.
Our work improves the majority of the time because we collaborate and work on a pre-existing wheel. Sometimes it is broken and sometimes it is just wobbly but my best work has been completed with co-workers, professors, administrators, and student at my right hand; therefore,
I found this title most appropriate for this blog.
I hope you enjoy and if you have ideas... comments... past experiences that would improve upon the process please allow myself and others to stand on your shoulders.
i am a geek... i am a freak... i am a middle school teacher.
HELLO fellow educational minds... I am guess that you are if you have stumbled upon this blog focused on the components and process of assessment.
I graduated from College of Charleston with a degree in Special Education.
I did my best work sitting by my greatest motivator the ocean...
My first teaching job was in Charlotte, NC in the middle of section 8 housing.
I spent the next 6 years teaching Inclusion Spanish and Senior English at the high school level in Franklin, TN outside of Nashville.
I am currently teaching inclusion Physical Science, Georgia Studies, and Language Arts at the middle school level.
I graduated from College of Charleston with a degree in Special Education.
I did my best work sitting by my greatest motivator the ocean...
My first teaching job was in Charlotte, NC in the middle of section 8 housing.
I spent the next 6 years teaching Inclusion Spanish and Senior English at the high school level in Franklin, TN outside of Nashville.
I am currently teaching inclusion Physical Science, Georgia Studies, and Language Arts at the middle school level.
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