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Learning goals, activities, & assessments should align-explicitly
Type of Assessment should match type of understanding
 | recall, knowledge transfer, content, skills, context |
Purpose of assessment in unit:
| Diagnostic (progress) | |
| Formative | |
| Summative |
Provide assessment for varying student ability levels & learning styles
For TeachNet units we need to include:
| Shareable tools Student samples (beginning, intermediate, exemplary) | |
| annotated |
What are possible ways to share criteria with students?
How do we adapt a unit to lower/higher initial diagnostic?
What are alternate assessment tools?
What assessment types are appropriate for different understandings?
Once you have assessment data, where do you go from there? What do you do with it?
How many student work samples should we include in our units?
What details are needed for annotation?
What role can technology play?
| rubric (specificity) | |
| checklist | |
| illustration of exemplary samples | |
| informal and formal discussions/conferences | |
| feedback |
Easier questions; fewer answers; increasing/decreasing challenges; new avenues; alternative assignments; different roles
Skills: practice and demonstrate
Knowledge Based:
Content:
tests, writing essays and reports
Concept:
comparisons;
multi-media;
attitudinal;
feedback;
re-teach;
alternative method;
revising goals;
revise level of assessment
| Multiple Intellect | |
| attention span | |
| minimum of 3 work samples | |
| audience replication | |
| illustrating/explaining |
| student publications | |
| scanning work | |
| photos of work | |
| other teachers/students can see work | |
| new avenues for student expression | |
| alternative process of assessment | |
| motivational | |
| teacher portfolio | |
| student portfolio | |
| web pages | |
| self-esteem | |
| research (student & teacher) |