Embedded Files
5.1 Design, select, and use a range of assessment tools and processes to measure and document student learning and growth
5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction
5.3 Communicate information about various components of the assessment system
5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system, make adjustments to it and plan instruction accordingly
5.5 Prepare students to understand the format and directions of assessment used and the criteria by which the students will be evaluated
A sample response board that can be laminated for students to keep in their desks.
Artifact #1: Response Boards
The use of response boards in a classroom is a fast and effective way for a teacher to check for understanding on a topic before moving on to the next one. This allows a teacher to see what students are understanding during the lesson, and what students need more assistance just by looking around the room. This also allows the teacher to see common errors that students are making, and decide whether or not they need to go back and re-teach certain things. (Standards 5.1, 5.2, 5.4)
Artifact #2: Exit Tickets
Exit tickets are an extremely effective resource for a teacher to check at the end of the lesson for a measure of informal assessment. This way, the teacher will know which students were understanding and how well the class grasped the concepts being taught to them. Since it is given at the end of a lesson or the end of the day, the teacher has time to go through them and read student responses in order to prepare for how to move forward, or if they need more time on that curriculum. (Standards 5.1, 5.2, 5.4)
A sample exit ticket where students answer a multiple choice question to show they understood the lesson on identifying important information.
This chart can be used to assess my own teaching and see what common mistakes students are making.
Artifact #3: Assessing Addition of Fractions with Unlike Denominators
This sample chart is an example of how to effectively measure student progress within a topic. Doing this kind of thing with difficult problems will break down each problem into the steps it takes to solve, and provide an easy analysis for the teacher to see the common mistakes students were making on the same problem. The teacher can then quickly see where students were having problems, and will know what to clarify for future instruction. (Standards 5.1, 5.2, 5.3, 5.4, 5.5)
Page updated
Google Sites
Report abuse