Transcript Reflective Pre-Assessments and Formative Assessments

1. Pre-Assessments
Pre-Assessment Reminders
• Clearly and specifically tied to trgets.
• Use formal and informal pre-assessments at
least 2 weeks before you class begins a unit.
• Preview topics for your students.
• May reveal insightful responses.
• Critical to effective instruction.
Other types of pre-assessments
•
Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by
asking a ‘big idea’ question; student answers can uncover what they understand, what
misconceptions they may have, or the reasoning processes they are using. They are given
only 1-3 minutes to write an answer (thus 'quick write')
Example: "How do electrical devices work?"
Graphic Organizer - there are so many - you might want to consider a Venn diagram, a
word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used
as a pre-write; (KWL is almost too common).
Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a
random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned
drawing, or diagram.
•
Cloze Writing - fill in the blank using a vocabulary bank
Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the
upcoming topic/unit; students place themselves on a continuum line about what level of
comfort they may have with answering the question; for each question there usually is new
movement.
Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit
(i.e. Ancient Greece) Students over a certain amount of time (a day-a week) write
thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep
track of what students record. The graffiti wall then can be used throughout the unit by adding
new information, correcting misconceptions, categorizing, developing vocabulary, etc.
for you to listen to later.
Other types of pre-assessments
•
Yes/No Cards - Students make a large index card with Yes (or "Got It") on one
side, No ("No clue") on the other side. Teachers ask an introductory or review
question. Students who know the answer hold up the Yes card, if they might
have the answer they hold the No card. Then do a quick Think/Pair/Share. This
short assessment can give a quick look at what the group is ready
for/understands/'gets'.
Example: Use when introducing vocabulary words that students need as a
knowledge base for a specific unit of study.
Entrance Cards- As students enter for the day give them a small index card
and ask them to respond to a displayed sentence or short paragraph which
shares a specific idea that will be taught during the unit displayed in the room.
They might ask questions or add more information to the displayed statement.
Square Off/or 4 Corners - Place a card in each corner of the room labeled as:
No Path, Rocky Path, Smooth Path, and Paved Path. Teach them the
meaning of the analogy of "path" in their learning. Make a statement or ask a
question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct
the students to go to the corner of the room that matches their comfort level
with what they are thinking or where they are with the statement. As a group,
those in each corner discuss what they know about the statement/question.
Briefly visit each corner to listen to their conversations or they can record the
conversations onto an audio tape
Knowledge Bar Graph Template
Group
No clue
I’ve heard
of this.
I know a lot I’m an
about this. expert on
this.
Knowledge Bar Graph Template
Individual
Okay with this.
I know it.
mitosis
meiosis
DNA
RNA
I need some
reminders on how
to do this.
Need to learn this
again.
Categorization Pre-Assessment
Renewable/Nonrenewable Resources
Use a separate sheet of paper to respond to the following. You will not be graded on
this pre-assessment. I will use the information to help me plan the upcoming unit.
Fish
Soil
Biomass
Tides
Leather
Reindeer
Winds
Solar power
Coffee
Oxygen
Wind power
Solar radiation
Water
Paper
Coal
Forests
Gasoline
Diesel
Hydropower
Natural gas
Wood
Timber
1. Define renewable and nonrenewable resources. 2. How do you personally
use renewable and nonrenewable resources? List them and be specific about
their uses. They do not have to be listed on the table above.
Preview/Review (PR)
Preview/Review on Simple Machines
PREVIEW
REVIEW
1.___ There are seven simple machines.
1.___
2.___ A stapler is a compound machine.
2.___
3.___ The shape of a wedge effects its ability to do its work.
3.___
4.___ Force influences the effectiveness of machines.
4.___
5.___ A fulcrum is part of an inclined plane.
5.___
6.___ A simple machine must have at least one moving part.
6.___
7.___ A screw is an inclined plane.
7.___
8.___ A pulley is used to hold two or more things together.
8.___
9.___ A baseball bat works as a lever.
9.___
10.___ A wheel and axle is a compound machine.
10.___
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
2. Tiered Assignments
Tiering by Degree of
Structure or Support
Ecosystems
Task 1:
1. Review the word bank.
2. Identify the four ecosystems.
3. Determine which words are
characteristics that describe each
ecosystem.
4. Create your own chart, diagram, or
graphic organizer to present each of the
four different ecosystems and their
characteristics.
Tiering by Challenge and Complexity
(Environment)
• Least complex: Create an informational brochure that
will inform your classmates about an environmental
issue related to rainforests.
• More complex: Create an informational brochure that
will inform your classmates of different points of view
about an environmental issue related to rainforests.
• Most complex: Create an informational brochure that
presents various positions on an environmental issue
related to rainforests. Determine your position on the
issue and present a convincing argument for it in your
brochure.
Tiering by Degree of
Structure or Support
Word Bank
Forest
Deserts
Coniferous trees
Less than 10 inches of
rain
Ocean
Moose, bears, wolves
Large flat areas covered Lakes and streams
with grass
Cold winters, hot
summers
Cactus plants
Coastal forests
Water
Cover 70% of Earth’s
surface
Deciduous trees
Grasslands
Tropical rainforest
Tall grass, few trees
Tide pools
Very dry
Snakes and lizards
Two kinds: hot & cold
Ponds & rivers
Antelopes, rabbits,
prairie dogs
Prairies, pampas,
steppes
Tiering by Degree of
Structure or Support
Ecosystems
Task 2:
1. Review the words in the word bank.
2. Find the characteristics in the word bank
that go with each ecosystem.
3. Notice the chart is divided into four
sections, one for each ecosystem. Copy
the characteristics into the box of the
ecosystem it describes.
Tiering by Degree of
Structure or Support
Ecosystems (Chart)
Forests
Water
Deserts
Grasslands
Tiering by Degree of
Structure or Support
Ecosystems
Task 3:
1. Review the words in the word bank.
2. Select the words form the word bank that
match each ecosystem.
3. You have one graphic organizer for each
ecosystem: forests, water, deserts,
grasslands. The boxes on each graphic
organizer tell you how many facts you need
to find for each ecosystem. Copy the words
from the word bank onto the correct graphic
organizer.
Tiering by Degree of
Structure or Support
Ecosystems
(graphic organizer)
Forests
Subtopic
Subtopic
Subtopic
Choices
Deci and Flaste (1995)
• The main thing about meaningful choice is
that it engages willingness. It encourages
people to fully endorse what they are doing; it
pulls them into the activity and allows them to
feel a greater sense of volition; it decreases
alienation. When you provide people with
choice, it leaves them feeling as if you are
responsive to them as individuals. And
providing choice may very well lead to better,
or more workable, solutions than the ones
you would have imposed. (p. 34)
3. Tic Tac Toe
4. RAFT
5. TriMind
6. Show & Tell
7. Profiler
Other Strategies
8. Structured
Academic
Controversy
9. Independent
Study