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MI and Assessment

MI and Assessment. Chapter 10- Armstrong. Varieties. Anecdotal records- section for each student Work Samples- File for each student Audio files- recording of readings Video- performance based assessments Photography- Student Journals. Varieties Cont. Student-kept charts

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MI and Assessment

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  1. MI and Assessment Chapter 10- Armstrong

  2. Varieties • Anecdotal records- section for each student • Work Samples- File for each student • Audio files- recording of readings • Video- performance based assessments • Photography- • Student Journals

  3. Varieties Cont. • Student-kept charts • Sociograms- charts of interactions • Informal assessments • Informal use of standardized tests- relaxed setting • Student Interviews • Criterion-reference assessments- compared to a norm

  4. Cont. • Checklists • Classroom maps • Calendar records

  5. Assessment 8 ways • Huck Finn Activity http://www.youtube.com/watch?v=8SYdROk0ZAo&feature=fvst SONG~ http://www.youtube.com/watch?v=NAxWT25ugUw

  6. Choose the word that best describes Huck Finn in the clip. • A Sensitive • B Jealous • C Erudite • D Fidgety

  7. On the other hand… • Group 1- Describe Huck Finn in your own words orally • Group 2- If Huck Finn were a scientific principle, law, or theorem, which would be be? • Group 3- Draw a sketch showing something Huck Finn would enjoy doing that is not portrayed in the novel/movie. • Group 4- Pantomime how you think Huck Finn would act in a classroom. • Group 4- If Huck Finn were a musical phrase what song would he be? • Group 5- Who does Huck Finn remind you of in your own life? • Group 6- Describe you personal feelings toward Huck Finn. • Group 7- If Huck Finn were an animal, which would he be?

  8. Discussion • Which Intelligence did you group have for your assessment? • If given the choice, which assessment would you have been most comfortable with? • Think of a person close to you outside of class….which would they have chosen? Reference pg. 139

  9. MI Portfolios • 5 C’s of Portfolio Development Celebration Cognition Communication Cooperation Competency Pgs. 144-145

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