Assessments

Include all Assessment Brainstorming/Ideas/Plans here
(group grade and gallery crawl notes grade) || When you have multiple topics that need research within one unit (for example in science when discussing specific chemicals and side effects) || Small groups or pairs, given research topic and rubric. Explain expectations and timeline Assign roles within group Give resources and suggestions for additional resources Make poster Plan presentation of info Gallery walk for each group to take notes on all topics Then each group presents All people must talk during presentation and be able to answer questions || poster paper Tape Markers Access to Internet || Can be done individually, in small groups or as a whole class || over the course of a unit || students receive a timeline or a checklist of the goals for a unit, through I can statements, students reflect on their progress and mark when they feel they have mastered a skill and are ready to move on to the next If they are not ready then they can buddy with a partner, stay for extra help, receive tutoring etc. || Unit Plan ||
 * **Assessment** || **When** || **How** || **Resources Needed** ||
 * Observation of student performance || daily, starting at the beginning of unit || individual observation and questioning || none ||
 * Ticket out the door || End of class || Pose question and have students respond individually || Scrap paper, question, pencil, information. ||
 * Ticket out. Door || At the end of the class period || Students write the answer to an assessment question to demonstrate understanding or mastery. || Paper or index card or sticky note. ||
 * Round robin style group therapy || Every group session with the same goals || by asking specific questions targeting specific goals to each person (going around the table). || the stimulus items, the group members, my data notebook ||
 * A,B,C,D cards || multiple choice or review || individual or group || questions and A,B,C,D cards ||
 * Student critique || Listening to whole group performance when performance time is soon. || Small group of students listen to performance and give verbal feedback to the larger group. || students, knowledge of the piece, musical vocabulary ||
 * Give one, get one || anytime, at random || mingle around the room and take information on paper. Students get one fact or information and share one fact/piece of information || index card, scrap paper,journal ||
 * Coding || as needed to assess prerequisite skill such as a topic sentence in a paragraph || by directly telling students to code and showing them an example || pencil ||
 * Ticket out the door || end of class 5 minutes || Use data to address small groups or decide instruction for next day. || 2-5 prepared questions ||
 * Clickers || review, preassessment, post assessment, surveys || must have the clickers and inter write || clickers, inter write ||
 * Graphic organizer as an assessment. || daily for comprehension || we create a graphic organizer with the desks within the classroom || desks or something to mark out boxes (masking tape) ||
 * Unit projects to show total understanding and ability to create. || Toward the end of the unit and at project completion. || creating a rubric, self/peer/teacher evaluation. || rubric. ||
 * White boards || any point to check understanding || individual, groups, partners || whiteboards, markers, questions, eraser ||
 * 3/2/2001 || Anytime || Choose one specific topic, have students categorize information. (ex. Question, statistics, locations, etc. || Topic, scrap paper, pencil. ||
 * Ticket out the door || At the end of lesson || Write on paper positives and negatives learned || scrap paper,sticky notes,index cards ||
 * Gizmo || pre-test || computer lab || computers and online print-outs ||
 * Prs clickers || Anytime || Can be used S review for test. It can also be used as an actual assessment. It can be used to find weaknesses or misconceptions. Tells you what questions students are getting wrong so that teachers can modify instruction in the future. || Prs clickers, LCD projector, Prepared questions. ||
 * Response cards || anytime || partners, individual, small group || Abcd cards, green/ yellow cards, iPad doodle, whiteboards ||
 * Formal assessments for AU students || beginning and end of the year || with the protocols || the assessments ||
 * Word Splash || introducing a new concept or topic. || Students take a moment to brainstorm what they already know about a topic and go to the board and write information they know. They love to write on a board! The teacher then goes quickly through what the kids wrote so they can clear up misconceptions and make the kids feel great when they already know a lot. This is also a great way to quickly evaluate what they already know and helps with planning. || a board, markers, and a teacher who is not a control freak about their whiteboard!! ||
 * Who's the star? Cover a bop magazine picture with random numbers o. The white board. As students answer questions correctly they may draw a number and remove it from the picture! At the end of the class students guess who the star is. || review for a test or eog || see what section || poster, questions, cards to cover the poster ||
 * Guided peer assessment || at end of unit || students pair up and look at each other's work, using a guided set of response questions or a rubric. Students rate the work and give reasons for rankings. Students then discuss the responses and are able to ask questions. || modeling of correct peer review, rubrics or response questions, modeling of constructive criticism. ||
 * Seminar || After reading and creating critical thinking questions based on multiple text or topics. || Students create open ended questions based on what they have read or discussed... Student led formal discussion. || Critical thinking question stems, paper! ||
 * Anecdotal retrieval || every 9 weeks || gathering a spoken-language sample || student,language sample sheet ||
 * Thumbs up, thumbs down. || Anytime a teacher wants immediate feedback. || Students give thumb u for understanding, thumbs down for not understanding and halfway thumb for extra explanation. || Nothing ||
 * Group assessment as a small group. || end of unit/project. || Score themselves using a group self reflection. || Prepared reflection guides. ||
 * Round the room round up || Beginning of unit activate/assess prior knowledge || Teachers put posters around room and students rotate through knowledge and write words on paper || Markers, poster paper, prior knowledge ||
 * 4 corners || anytime || assign corners a different response || questions ||
 * Paper slide: one take video || Post assessment || Alternative to student presentations using student generated script || camera, script, paper slides, and markers ||
 * Recorded assessments || recording during practice or performance of piece. || students are recoded by teacher during performance or practice. Students and teacher listen, pause, and discuss the positives and negatives of the performance. || Garage band software or other recording device. ||
 * Poster and presentation
 * Connections chart || Anytime after reading assigned text. || Divide paper into 4 equal boxes, one is labeled text to text, one is labeled text to world, one is labeled text to self, and last is labeled non-print (music, film, etc.) || Paper, pencil, and text. ||
 * Independent progress/student timeline: students have checklist of skills or I can statements that they can check off or mark when they have mastered them. When they reach the end they are ready for a test
 * 5 finger confidence || throughout the lesson || students show a number to represent how confident they are. 5 means they are very confident and can work alone. 3 they feel comfortable enough to work in a group/pair. 1 they need to work with the teacher.. You can pull a small group or pair people up based on their fingers. ||  ||
 * Reciprocal learning || Review. Works well when higher level student is "student" first. See below. || Students take turns being teacher and student (pairs). One student watches other work. If answer is right, encourage and move on to next. If not, guide them to right answer- don't tell them. || Create two reviews. Answers to reviews- A goes on B test and vice versa. ||
 * Add on game || anytime or at the end of lesson || Students stand in circle 5-7 people. Student 1 says "Today in class I learned (blank), student 2 uses transition word to add on, students continue until end. || students, classroom space, ||
 * 3 ring circus || after a mini lesson || students choose to work on their own, with a partner, or with the teacher based on how they feel about the material || Worksheet to work on ||
 * Sticky note gallery || Beginning, middle, or end of project. || Students look at peer's work and write a glow and a grow about the work. Reviewer includes his/her name. Sticky note is placed on the work. || sticky notes, pencil, work, students ||
 * Instant feedback through digital surveys. || Surveys are after direct instruction during initial project work. || Asking questions to gauge speed of instruction. || net support tutor. Also possible through programs on phones and ipods ||
 * Stump the teacher game || end of unit || students research more about the topic learned. they pose questions to the teacher. || Paper and pencil ||
 * Students grade a test || review after a unit || complete a fake test. Have students grade the test and give feedback and a grade. || fake test ||
 * Venn diagram || When you need to assess comparing and contrasting || Create 2 overlapping circles. Compare and contrast information.... Inside circle is similarities, outside is differences. || Paper, pencil, text to compare and contrast. ||
 * Anticipation guides || pre assess/post-assess beginning of unit || make out an anticipation form true/false or agree/disagree || anticipation form ||
 * Snowball fight || End of class || Students write 1 review question on a sheet of paper, then students divide equally on opposite sides of the room and ball up there sheet with the question. Students then throw the paper balls across the room for 30 seconds. At the end of 30 seconds they pick up different paper and answer a different question. || Paper, pencil, patience :) ||
 * Peer assessment group || middle of class || during student performance using a check list || paper, pencil ||
 * Abo Buck question ins || randomly throughout class || by teacher, verbally || abo bucks... Can be used during formal review, any time of day, with other tools such as pop. Sticks ||
 * Clicker review quiz || At the end of the lesson || Individual with notes as a guide || clicker devices, notes for section ||
 * Vocabulary || Before reading a story, passage, or novel. || Through the use of context clues || Vocabulary list ||
 * Clickers with interwrite

By Sharlenceia K. O'Neal || Lesson in April || I am currently atempting to learn how to use the interwrite but i would like to use it as an assessment quiz and utilizing the clickers to get immediate feedback. || Interwrite Clickers Projector ||