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Student Assessment

Student Assessment

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Student Assessment

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  1. Student Assessment Instructional Procedures

  2. Conferences How can Teachers better understand their students? Teachers can hold conferences with students to assess learning. Teachers can hold formal meetings with students. Teachers can have a casual conversation during class time. Teachers can pose certain questions during a learning process to check for understanding. When can a conference be used? A conference can be used anytime throughout school day when related to a learning activity. Teacher can ask an on the spot question to gather information. Informal conference are best used when student is in need of information to continue productive learning. Formal conferences are scheduled meetings with students. Formal conferences can be held at different times during the learning process to check for understanding. Formal conferences are scheduled in advance.

  3. Logs What is a Log? • A log is a valuable tool for self assessment and reflection that can be used by students to monitor their own learning. • Logs have many uses in the classroom and other learning environments.{ ex. Library Media Center} • Students can use them to express their uncertainty on a specific topic and to clarify questions, identify themes, summarize ideas, review discussion, plan future applications, and pose solutions to problems. • Students can share logs with classmates. • Teachers can use prompts, for example: What aspects of the general topics are you most interested in? How can you relate to the topic? When can we use logs? • We can use them in many components of information literacy.

  4. Personal Correspondence What is Personal Correspondence? • This concept consists of letters and notes written by a student that focuses on specific learning goals and provides information important to the learning process. • Feedback is expected. Either from classmates, teachers, or parents. When might we use this concept? • Students may write letters or notes to invite feedback throughout the duration of an activity. How is this concept constructed? • Templates may be given to students to point out how a letter or note should be written.

  5. Graphic Organizers What are Graphic Organizers? Graphic Organizers are visual representations of thinking. They provide structure that supports critical thinking and problem solving. Graphic organizers can be designed for specific learning objectives. For example: Seeing connections and patterns Outlining ideas Comparing and contrasting ideas Showing cause and effect Developing a global view of a topic or discussion Preparing summaries and conclusions Facilitating the retention of key ideas Recalling or retelling of Literature Organizing the research process. There are four basic graphic organizers. Concept maps Webs K-W-L Charts Matrices .

  6. Concept Maps Concept maps are one example of graphic organizers. It is a visual diagram that is used to show the links among important related concepts. When might we use concept maps? Concept amps can provide structure for any lesson involving organizing existing knowledge and connecting newly acquired ideas to it. How do we construct a concept map? The design of a concept map should reflect the relationships among the ideas being presented.

  7. Webs What is a web? • A web is a graphic organizer that clusters key words around a central topic or main idea. • It provides a structure that allows students to show how facts and ideas are related to each other and the main topic. When might we use a web? • A web can be used to help generate ideas and questions. • A web can be used for brainstorming prior knowledge about the topic. • A web can be used for expanding thinking about the topic. • A web can be used for displaying the range of subtopics related to a theme or topic. How do we construct a web? • A web begins with a question theme or an issue. Draw a circle around the idea. Begin to brainstorm ideas and attach them to the topic. Group similar ideas together. Name each group.

  8. K-W-L Charts What is a K-W-L chart? • It is a tool commonly used to help students plan and access their research projects. • K- Students use this column to write what they know about the topic. • W-In this column students right what they want to know about the topic. • L- In this column students write what they have learned. When Might we use a K-W-L chart? • This chart can be used in any activity involving a topic the students may be studying. It cab be used to guide independent learning by providing a structure for students to reflect to prior knowledge, pose questions for further study ,and reflect on what has been learned. How do we construct a K-W-L chart? • This chart is a three column table that provides space for students to record their responses.

  9. Matrices What is a Matrix? • A matrix is a grid that can be used to show similarities and differences among items with comparable characteristics. When might we use a Matrix? • It is used to systematically organize and display information and to compare and contrast topics and subtopics. How do we construct a Matrix? • Students create a grid that places items being compared on one axis and the characteristics on the other. In the remaining cells they may write how they are alike and how they are different.

  10. Lesson Animals • Grade Level: 3 • Subject Area :Life Science • Duration : 1 Month • Objective: • Each student will become an expert on one wild animal and be able to stand in front of the class and say, Ask me anything. • Goals: • Each student will collect information, draft, revise, edit, illustrate and publish an informational book about his or her animal. • Each student will enjoy reading for one hour a day in materials he or she can read and wants to read. • Each student will enjoy writing for thirty minutes a day to learn and communicate. • Each student will enjoy using art to learn and communicate. • Each student will develop an interest in life science • Each student will love to read, write, talk, and think about science with their classmates.

  11. Lesson • Procedure: • Each student selects an animal to research. • Student will begin to read widely in the subject, developing questions and areas of interest. Students will use a log to calculate how many hours they have read. • Students select sub topic about which to become an expert. Students must have many choices for his or her topic. • Student uses a matrix organizers to compare two different animals. • Each students takes ownership of his or her learning. • Student will create a concept map for information gathered. • Students research topics using book and internet. Teacher supports students throughout research project through personal conferences. • Student will read a fictional story about their topic and create a story web. • Students concentrate most of their reading, writing , and discussing on their topic. They create a K-W-L chart after they have gathered enough information. • They share this with their classmates. • Students begin to produce final project{ A self authored book about his or her topic}. They revise, edit , and publish final work. • Teachers provide students with following materials: • Plenty of content area books Fiction/nonfiction • Internet access • Graphic organizers templates • Pencil, paper, crayons, markers • Publishing tools/ blank books • Standards: Language Arts 3.1A 1-3, 3.1E 1-4 3.1 D 2-3 Read with comprehension. Read independently for a variety of purposes. Science. 5.5 Describe life cycles of humans and other organisms.

  12. Lesson/Assessment