Transcript Entry Ticket Please fill out the entry ticket on your table as you come in. * Betsey Kennedy.

Entry Ticket
Please fill out the entry ticket on
your table as you come in.
* Betsey Kennedy
The ABC’s and 3 R’s of
Informative Assessment
Jacque Melin – GVSU
www.formativedifferentiated.com
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From Fogarty
& Pete –
Wildly Exciting,
2010
INFORMATIVE ASSESSMENT
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Just because we taught it,
Doesn’t mean they caught it!!!
Just because we taught it,
Doesn’t mean they caught it!!!
STIGGINS, 2008
We have reached a tipping point:
We either change our assessment
beliefs and act accordingly, or we
doom struggling learners to
inevitable failure.
STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
INFORMATIVE ASSESSMENT
A
B
CLASSROOM ASSESSMENTS
D
E
F
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HIGH-STAKES TESTS
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INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
B
CLASSROOM ASSESSMENTS
DIAGNOSTIC
E
FORMATIVE
G
HIGH-STAKES TESTS
I
J
K
L
M
N
O
PRE-ASSESSMENTS
Q
R
SUMMATIVE
T
U
V
W
X
Y
Z
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
B
CLASSROOM ASSESSMENTS
DIAGNOSTIC
E
FORMATIVE, FORMAL
G
HIGH-STAKES TESTS
INFORMAL
J
K
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M
N
O
PRE-ASSESSMENTS
Q
R
SUMMATIVE
T
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V
W
X
Y
Z
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
B
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
EXTENDED WRITTEN RESPONSE Q
FORMATIVE, FORMAL
R
G
SUMMATIVE, SELECTED RESPONSE
HIGH-STAKES TESTS
T
INFORMAL
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STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
EXTENDED WRITTEN RESPONSE POWER STANDARDS
FORMATIVE, FORMAL
QUALITY ASSESSMENTS
G
R
HIGH-STAKES TESTS
SUMMATIVE, SELECTED RESPONSE
INFORMAL
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STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
R
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
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SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
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STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
Marzano, 2006
Anonymous Pre-Assessment
• Number paper from 1-5
• Answer questions in the following way:
– 5: I do this on an ongoing basis, or this happens all
the time in my classroom
– 4: I do this frequently, or this happens frequently
in my classroom
– 3: I do this sometimes, or this sometimes happens
in my classroom
– 2: I do this infrequently, or this happens
infrequently in my classroom
– 1: I don’t do this, or this doesn’t happen in my
classroom
Question #1
• I understand the relationship
between assessment and student
motivation and use assessment to
build student confidence rather than
failure and defeat.
Question #2
• I articulate, in advance of
teaching, the achievement
targets my students are to hit.
Question #3
• My students describe what
targets they are to hit and what
comes next in their learning.
Question #4
• My students are actively,
consistently, and effectively
involved in assessment, including
learning to manage their own
learning through the skills of selfassessment.
Question #5
• My students actively, consistently,
and effectively communicate with
others about their achievement
status and improvement.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
R
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
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“I CAN…” Statements
I CAN identify the steps in the scientific process
I CAN describe the purpose of each step in the scientific process
I CAN use the steps in the scientific process correctly
I CAN make observations about the world around me
I CAN ask questions about the observations I make
I CAN create an investigation to answer the question I ask
I CAN carry out the investigation I have created
I CAN record data and information that I find from my investigation
I CAN communicate the results of my investigation through discussions,
graphs and charts or another form that I see fits
I CAN look over my observation, questions, investigation and results and
form a conclusion to my original question.
GOT IT!!
Still
working
on it
I need
some
more
time
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
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M
Y
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Informative
Assessment
Name:
Date:
Place:
Routine Assessments
Definition:
Everyday, All day
Example:
Maximizing, optimizing
feedback from students.
•Tell & Retell (cognitive
rehearsal)
•Signaling/Responding
Problem for Q’s: Only a
few students respond –
we make big decisions
on a small amount of
data.
-Agree/Disagree, Etc.
•“Tell me more…” + wait
time.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
X
MAXIMIZING FEEDBACK
Y
Z
Reflective Assessments
Definition:
Many days, Deliberate ways
Example:
Metacognitive &
Reflective
•One minute challenge
(self assessment)
•Goal setting
•Metacognitive
questions
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
X
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Rigorous Assessments
Some days, thought provoking ways
Definition:
Example:
Philosophical shift –
formative rather than
summative.
•Examining student work
•Summative assessment
as formative (item
analysis)
•Grades and grading
practices.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Take Away
Window:
ROUTINE
ASSESSMENTS
Alphabet Graffiti
Anticipatory Guides
(pre- and formative)
Alphabet Graffiti
Anticipatory Guides
(pre- and formative)
Agree Disagree
Agree
1. Fungi must form spores to reproduce.
Support it:
2. All mushrooms are safe for us to eat.
Support it:
3. Yeast is a form of fungus.
Support it:
4. Penicillin is made from a fungus.
Support it:
Disagree
Bump in the Road
or
Fogginess
(formative)
• Write down something from the lesson that
they find confusing or difficult.
• Collect responses and review, OR
• Form small groups and ask students to share
their “bumps” and seek clarification.
Crumpled Question Toss
(formative)
• Each student writes a question about something
discussed during the unit (or questions are prewritten)
• Crumple paper and gently toss to another.
• Open crumpled paper and answer the question.
• Re-crumple and toss.
• Add any needed additional information.
• Re-crumple and toss a third time.
• Final student makes changes/additions,
the presents the question/answers with class.
Card Trick
(formative)
• Each student picks a playing card.
• When the teacher asks a question or gives a
problem, discuss it with your partner.
• The teacher will say something like, “all red cards
stand” or “all Kings stand.”
• The teacher will pick someone who is standing to
respond.
Chain Notes*
• One overarching question presented
to the class
• Response written on strip of paper
• Chain passed around class, students
add their own link
• Teacher reviews chain after class or
with the class as a whole
* Betsey Kennedy
Dry-Erase
Back to Back Boards
(formative)
• You and your partner each get a mini-white board
and stand back-to-back.
• The teacher asks a question and you each answer
on your board.
• When the teacher says “turn around” you show
each other your answers and discuss.
Entrance or Exit Cards
(pre- or formative)
• Students write a response to a teacher
generated question on a slip of paper.
• Teacher can review and re-teach.
• Entrance cards – questions related to
upcoming learning.
• Exit cards – questions related to completed
instruction.
• Variation – use same question for both
Entrance and Exit.
3-2-1
Exit Card
(formative)
Exit Card
• Name
• Question:
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
Four Corners
(formative)
• Teacher posts questions, concepts, or vocabulary
words in each of the corners of the room.
• Each student is assigned a corner. Once in the
corner, the students discuss the focus of the lesson
in relation to the question, concept, or words.
• Students may report out or move to another corner
and repeat.
• After students have moved, as a writing assignment
they should be encouraged to reflect on changes in
opinion or what they have learned.
Graphic Organizers or Learning Logs
(pre- or formative)
What I knew
already…
New
Vocabulary
Important to
remember
Chart/Picture it
This reminded
me of…
Not so sure
about this…
Math Graph Organizers
or Learning Logs
What I knew
already…
New concept or idea
Important to
remember
Chart/Picture it or
give an example…
How this relates to a
past concept/idea…
Not so sure about
this…
Pre-Assessing Using Graphic Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about
it…
Early Elementary Graphic Organizer or Log
WINTER
Define it…
Coldest
Season
Give a non-example…
Colored
Leaves
Give an example…
Snow
Ask a question about
it…
What are the WINTER
MONTHS?
Human Graph
(pre-assessment or formative)
• Demonstrated at the beginning of the
presentation.
• “Snowball” toss then human graph.
x
x
x
1
x
x
2
x
x
x
3
x
4
x
x
5
Idea Spinner
(formative)
•
Predict
Explain
Evaluate
Free
Summarize
The teacher creates a spinner marked
into 4 or 5 quadrants and labeled “Predict,
Explain, Summarize, Evaluate” and “Free.”
• After new material is presented, the
teacher spins the spinner and asks
students to answer a question based on
the location of the spinner. For example,
if the spinner lands in the “Summarize”
quadrant, the teacher might say, “List the
key concepts just presented.”
Journal Entry
(formative)
• Writing done to encourage reflection or exploration of
ideas or interest.
• Questions for reflection are often given by the teacher.
• What did you think of the class? Why?
• What did you learn today? What did you do in school
today?
• What happened in school today that made you feel proud?
• How do you want to be evaluated?
• One thing that the teacher could do to help me understand
things better is…
• One thing that I do that helps me learn the best is…
Key Concepts
(formative)
• Explain the key concept “_revolution__.”
• Give a definition (in your own words), draw a
symbol/picture to represent it, give an example of
the concept, and a big idea to go with it.
Definition
revolution
We are going to overthrow the
government because you people
are really mean!
Big Idea
Overthrow of one government for
another government or sudden
change (e.g., in ideas, technology)
Picture/symbol
Examples
Revolutions sometimes
occur when peoples’
rights are taken away
or they have bad times
economically.
American Revolution, French Revolution,
Russian Revolution
Industrial Revolution
Key Concepts
(formative)
• Explain the key concept “_the 5 senses_.”
• Give a definition (in your own words), draw a
symbol/picture to represent it, give an example of
the concept, and a big idea to go with it.
5 Senses
Picture/symbol
Definition
Eyes, Hands, Ears, Mouth, Nose
Big Idea
Examples
Seeing,
Touching,
Hearing,
Tasting,
Smelling
We learn
about our
world
through
our 5
senses.
Letter to Principal/Parent
(formative)
• Write a short letter to the principal/parent
telling him or her all of the ideas you have
learned about this week.
Magnets
(formative)
Instead of Magnets, Use Post-its
No clue
I’ve heard
of this.
I know a
lot about
this.
I’m an
expert on
this.
Most Valuable Point (MVP)*
• Can be used as Ticket-Out-The-Door
• Students list
– 3 new ideas
– 2 connections
– 1 question
– 1-sentence summary
* Betsey Kennedy
3 Pointer
(3 New Things You Learned)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
2 Pointer
(2 Connections You Can Make)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
Foul Shot
(What Question Do You Have?)
*____________________________________________
_____________________________________
* Betsey Kennedy
Note-Taking Specialist
(formative)
• Switch notes with your partner.
• Look at your partner’s notes and enhance
his/her notes by underlining key
terms/ideas, drawing symbols for key
ideas, adding in any important notes that
are missing, asking questions about key
ideas.
Outside/Inside Circle
Onion Circle
•
•
•
•
(formative)
Inside and outside circles of students face
each other.
Within each pair of facing students,
students quiz each other with questions
they have written or problems they have
created.
Outside circle moves to create new pairs.
Repeat.
On A Roll*
• Each table rolls a number cube
• Students at the table answer the question that
corresponds to the number rolled
• Can be used for several days over the course
of a topic of study
If you roll a:
1.
2.
3.
4.
5.
6.
Write a question someone should be able to answer after
hearing this lesson.
Explain the most important idea in the lesson in a way a
first-grader could understand.
Draw a picture that represents the main idea of the lesson.
Tell which part you found to be the most confusing.
If you were going to learn more about this topic, what would
you choose to investigate.
Write a headline for a newspaper article about today’s
lesson.
P-M-I
(formative)
P-M-I
P (Plus/Positives about the topic)
M (Minus/Negatives about the topic)
I (Intriguing/Interesting about the topic)
S (Suggestions for further study on the
topic)
Quick Write/Quick Draw
(pre-assessment or formative)
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
From 25 Quick
Formative
Assessments for
a Differentiated
Classroom
Rock, Paper, Scissors
(formative)
• Listen to the question or the problem the teacher
asks and discuss it with your partner.
• Do “Rock, Paper, Scissors” with your partner.
• The winner stands and the teacher will choose one
or more of the winners to answer the question.
Repeat several times.
Spinner – Used with Think/Pair/Share
(formative)
• In response to a teacher prompt or
question, students THINK,
• Then PAIR (discuss with a partner),
• And then SHARE ideas with the whole
class – only those whose number is
called (using the spinner) share.
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
Synectics*
• Teacher selects an important topic
• Students list 4 unusual items (unrelated to
topic)
• Students create a relationship between the
topic and each of the 4 items
* Betsey Kennedy
a school because
a car because
A cell is like…
a television because
a book because
* Betsey Kennedy
Tear and Share Activity
(formative)
1
2
3
4
From Fogarty & Pete –
Wildly Exciting, 2010
Twitter Posts*
• Can be used as a Ticket-Out-the-Door
• Students summarize what they learned using no
more than 140 characters
F
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FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES
SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.
* Betsey Kennedy
Understanding Check with
Signaling
(pre-assessment or formative)
4 Fingers – Very Well
3 Fingers – Well
2 Fingers – Somewhat Well
1 Fingers – Not Very Well
Fist – Not At All
Informal Formative Assessment:
Red, Yellow, Green
RED: Show red if you…
• feel I have not explained this clearly;
• still have many questions;
• can’t work without assistance; or
• do not understand what you are supposed to do.
YELLOW: Show yellow if you…
• have a question;
• need more information; or
• need more time to think.
GREEN: Show green if you…
• really understand;
• can explain what you know to the class; or
• are okay if I call on you.
Venn
or H-Diagram
(formative)
Whiteboard or Chart Paper Champs
(formative)
• The class is divided into 5-6 teams.
• The whiteboard/chart paper is divided into a large space
for each team.
• Each person needs a writing utensil.
• When the teacher says “Go,” all team members rush to
their area and write or draw (symbols/pictures) to
represent key ideas in the current topic of study. (It will
be crowded!)
• At the end of 3 minutes, each team must present 2-3
ideas from their whiteboard or chart paper creation.
Websites – Wallwisher
(pre-assessment or formative)
• http://www.formativedifferentiated.com/
X Marks the Spot
(pre-assessment and formative)
• Have students track their progress on the
targets.
X
X
Yes/No Cards
(pre-assessment or formative)
• 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.
ZAP Game (Like Password)
(formative for a vocabulary check)
• One student looks at the screen – one does
not look at the screen.
• The student looking at the screen gives clues
to the student not looking at the screen.
• As soon as someone “gets” the word, the
team raises their hands.
• Other teams quietly say “ZAP.”
• Do 6 words, then switch partners.
ZAP
(Like Password)
A Vocabulary Review Activity
The
Summative
is…
The
Formative
is…
The
Bias
is…
The
Multiple choice
is…
The
Standard
is…
The
Target
is…
The
Informal
is…
The
High-stakes
is…
The
Assessment
is…
The
Authentic
is…
The
Diagnostic
is…
Talk to this person about which of
these ideas would work in your
classroom.
Stand up and make eyecontact with someone who
is wearing a similar color to
yours. Discuss the above.
You have 2 minutes and 15
seconds.
Put an “X” by at least 2
you will commit to using.
REFLECTIVE
ASSESSMENTS
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Reflective Assessments
• Emphasize Metacognitive Thinking and
Goal Setting
• Examples:
– Whiteboard or Chartboard Champs
– One Minute Write
RIGOROUS
ASSESSMENTS
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
JUSTIFY RESPONSES (SURE/UNSURE) VALIDITY & RELIABILITY
KEEP THE FOCUS ON TARGETS & WRITE CORRECTIVE/ENRICHMENTS
LEARNING GOALS
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Have students indicate if they are sure or
unsure for each question
1. A change in matter that produces new substances is called a_________.
A chemical reaction
B physical change
C mixture
D solution
__________ Sure
___________ Unsure
Note that capital letters
should be used for the
distracters.
Have students indicate if they are sure or
unsure for each question
1. Earth is the center of our solar system.
TRUE
FALSE
2. The moon and the sun are the same size.
TRUE
FALSE
3. If you put a footprint on the surface of the moon, it
would last until someone else covered it up.
TRUE
FALSE
4. The sun gives off energy.
TRUE
FALSE
5. The moon has the same amount of gravity as Earth.
TRUE
FALSE
6. Earth is the only planet with plants and animals.
TRUE
FALSE
7. Earth’s moon makes its own light.
TRUE
FALSE
sure
unsure
sure
unsure
sure
unsure
sure
unsure
sure
unsure
sure
unsure
sure
unsure
Have students indicate if they are sure or
unsure for each question
Multiple Choice: Circle the letter that best answers the question. Color in the face
indicating whether you are sure or unsure about the answer. (1 point each)
1. What is the name of this coin?
A.
B.
C.
D.
penny
nickel
dime
quarter


Note that capital letters
should be used for the
distracters.
Include a Student Analysis Piece
Learning Targets
Test
How many
Item
did I get
Numbers
right?
1. I can explain the difference
between chemical and physical
properties in each phase
1,10,13,
15,17
2. I can provide examples of
chemical and physical properties
4,8,14,18
3. I can describe what substances,
elements, compounds and mixtures
are.
2,3,5,6,
7,11,12,
4. I can recognize and distinguish
between elements, compounds and
mixtures
23,24,25,
26,27,28
5. I can describe what relative
motion is.
9,19,21
6. I can use information about
relative motion and identify what
phase change it belongs to.
16,20,22
How
many did
I get
wrong?
I’ve
mastered
this
target.
I need
to
work
on this
target.
Question
Number
Learning Target
I can describe characteristics of the sun
I can describe characteristics of the moon
I can describe characteristics of Earth
I can explain the distance between the sun, Earth,
and moon
2, 4, 8, 11
3, 7, 9, 10, 12,
13, 19
1, 5, 6, 14, 16, 17
15, 18, 20
Total
Correct
Total
Incorrect
Total
Sure
Total
Unsure
Name ______________________________
STUDENT ANALYSIS PAPER
Question
Learning
Target
1
I can name each coin.
2
I can name each coin.
3
I can name each coin.
4
I can name each coin.
5
I can tell the value of
each coin.
I can tell the value of
each coin.
I can tell which group
of same coins has
more value.
I can tell the value of
a group of same
coins.
I can tell the value of
a group of same
coins.
I can write the value
of a group of coins
using the cent symbol.
6
7
8
9
10
I CAN
do this!
I am still
learning
about this!
Station for
Practice
Pot of Gold!
Money game
Pot of Gold!
Money game
Pot of Gold!
Money game
Pot of Gold!
Money game
Smart Board
Money Match
Smart Board
Money Match
Who Has
More?
Mystery Money
Mystery Money
Mystery Money
Pot of Gold!
This is a board game with pictures of different coins arranged in a game board
format. A student rolls a die and moves the game piece that number of spaces.
Before the next player rolls, the student has to say the name of the coin. The Math
Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try
again. Then, it is the next player’s turn.
Smart Board Money Match
This is an interactive game created using the Notebook Software for the Smart
Board. A student selects two cards to touch and flip. If the cards match a picture of
a coin to the correct coin value, the student has to show the Math Helper a thumbs
up. If the Math Helper agrees the cards are a match, he/she will return the thumbs
up or put a thumb sideways to try again. If the cards do indeed match, the cards
remain flipped over as a match. If the cards do not match a picture with a coin
value, the cards are flipped back over.
Who Has More?
Students will work in groups of two or three. The Math Helper will monitor the
groups assisting where needed. One student in a group will roll a number die and a
money die. The number die will show how many coins to grab from the money
bank and the money die will show the type of coin to select. The student will grab
the money, count the money and say, “I have ____.” The partner student will repeat
directions. The partner with the most money will say, “_____(amount of money) is
more than _____ (partner amount of money).” Students will put the coins back and
repeat.
Mystery Money
The Math Helper will select a number of same coins from the money bank and lay
in the center of the group. Each student in the group will count the money and
write the amount using a cent symbol on a small white board and dry erase marker.
Students will show the Math Helper the amount and the Math Helper will show
each student a thumbs up for the correct answer or a thumb sideways to try again.
The Math Helper will finish by teaching/showing how to count the money. The
Math Helper will put the coins back and repeat activity.
Race to $1.00
One partner rolls a die. He/she will take the same number of pennies as the die
shows. If the partner can do any trades, he/she should do so before the next partner
rolls. Once a partner has five pennies, he/she may trade for a nickel. After they
have two nickels, they may trade for a dime. Partners may continue trading as their
money banks increase. Partners continue to roll, get money, and make trades up to
one dollar. After someone reaches one dollar, partners can start over.
1. Penny Penny!
2. Food For Sale!
3. Flowers For Sale!
Glue the Money Poem in your
math notebook. Read or sing the
Money Poem using different
voices for each coin. You may use
microphones and any props from
our acting box.
Look through the grocery
Advertisements from the
newspaper. Cut and sort at
least five pictures of food in
one column and at least five
money amounts in another
column. Glue picture and
money columns in your math
notebook.
Look through the Nature
Magazines. Cut pictures of
at least five flowers and
glue them into your math
notebook. Label each
flower with a coin value
less than a dollar. You may
cut and label more than five
pictures if you prefer.
Logic/Math
Musical/Body Movement
4. Money Facts!
5.
Choose a non-fiction book about
money to read from the book
basket. Write or draw one
interesting fact about each coin,
penny, nickel, dime, quarter in
your math notebook.
Work on the computer and
explore the Interactive Math
Web site. Count the group of
coins and type the amount.
Glue a Self Reflection sheet in
your math notebook and circle
the smiley face if you CAN
count coins or need more
practice with this target.
http://www.hbschool.com/activi
ty/counting_money/
Use your money bank from
your desk and create
patterns with your coins.
After you create a pattern,
say the pattern using coin
names or coin values.
Choose one pattern to write
down using coin names and
one pattern to write down
using coin values in your
math notebook.
Self
Logic/Math
Language
7. Math Memory!
SMARTBOARD
Take turns selecting two cards. If
the two cards match one coin
picture to the same coin value,
your team or partner will show you
a thumbs up and the cards remain
flipped over. If the two cards do
not match, your team or partner
will show a thumb sideways to try
again and flip the cards back over.
Glue a rating sheet in your math
notebook and rate how well your
group worked together and how
well this activity helped you.
Social
Computer Coins!
Nature
6. Pattern Money!
8. Sketch a Coin!
9. Money Talk!
Take a blank piece of paper and
a piece of chalk. Lay a coin
under the piece of paper and
use the chalk to trace on top of
the paper. Trace the front and
back side of the coin. Label at
least five coins with the coin
name and value. Glue the piece
of paper in your math notebook.
Write a story about a time
you earned or spent money.
Include the amount of
money earned or spent in
your story.
Spatial/Body Movement
Language
GRADING
PRACTICES
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
NEVER GRADE FORMATIVE
BIAS
ONLY INCLUDE ACHIEVEMENT
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
JUSTIFY RESPONSES (SURE/UNSURE) VALIDITY
KEEP THE FOCUS ON TARGETS & WRITE CORRECTIVE/ENRICHMENTS
LEARNING GOALS
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
ZEROS
From 15 Fixes for Broken Grades
Ken O’Connor
Grading Guideline
Achievement
only
Use quality
instruments
Individual
Grading
Guidelines
Based on
standards
Summative
Only
More recent
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
NEVER GRADE FORMATIVE
BIAS
ONLY INCLUDE ACHIEVEMENT
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
JUSTIFY RESPONSES (SURE/UNSURE) VALIDITY
KEEP THE FOCUS ON TARGETS & WRITE CORRECTIVE/ENRICHMENTS
LEARNING GOALS
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
YOU CAN MAKE A DIFFERENCE!!!!
METACOGNITIVE
ZEROS