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AL PRACTICE
I N TA S C # 6
ERICA CONDON
JOHNS HOPKINS UNIVERSITY
INTASC STANDARDS
InTASC #6: Assessment - The teacher understands and uses multiple methods
of assessment to engage learners in their own growth, to monitor learner progress,
and to guide the teachers and learners decision making
InTASC #7: Planning for Instruction - The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
DIAGNOSTIC ASSESSMENT
Diagnostic Assessments
In collecting data from a diagnostic test, I
display my understanding of the need for
multiple methods of assessment to be used
within every lesson. By breaking the lesson
down into better chunks, I was able to better
monitor my students progress and create a
new foundation for my teaching methods.
INTRODUCTORY
ASSESSMENT
Students are given an
introductory assessment
before the lesson actually
begins. This exploratory
challenge is used to get
students engaged in the
upcoming learning
process. With a partner,
they attempt to classify a
variety of boxplots
projected on the board.
Walking around, I am able
to monitor each students
progress and decide in
which direction I will take
the lesson based on my
observations.
FORMATIVE ASSESSMENTS
Questioning:
Students will respond to a Fist to Five to check their understanding of when a
boxplot is skewed or symmetrical. Fist represents 0 understanding while Five
represents a strong conceptual understanding (in class, we say that five means I
could teach the class myself!)
Using a fist-to-five as an
By allowing my students to use
assessment method takes some of
whiteboards, I am encouraging
the pressure off of my students as
them to work independently and
they are not required to announce
show their understanding in a way
their lack of understanding out loud
that is different than a standard
to the class, but in a way that only IWhiteboards: worksheet. I use this time to
can see helping them engage in
among the
Students
will show their mastery of the content address
(or lackmisconceptions
thereof) by completing
two
their own learning and growth
class in order to monitor my
box plots one of a distribution with the same mean
and median (symmetrical) and
students progress and determine
one of a distribution with different means and medians
onlesson
their whiteboards
which (skewed)
direction the
should
FORMATIVE ASSESSMENTS
Index Card Partner
Practice:
Students are given a small
notecard with a boxplot
drawn on it. After listening
to instructions, they will find
a partner with a different
notecard and follow the
directions on their formative
assessment sheet. Students
will be teaching each other
about their boxplot and
explaining what measure of
center will be an appropriate
choice for a typical value.
INDEPENDENT PRACTICE
EXIT TICKET
Having an exit ticket that is
really aligned with my
objectives will hopefully help
me to see if students reached
the mastery level after
relearning about this topic. This
is the most formal of the
assessment methods I will use
in a given lesson as I
specifically use it to monitor the
progress of my students as
individuals and use the analysis
of their mastery as a whole in
my decision making process.