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Assessments by Mind Map: Assessments

1. No curves are used. If students do not do well, new assessments are given or extended projects for opportunities to improve on grade. This ensures that grading is "against learning objectives, not against other students" (Teaching Tolerance, 2016, p. 7)

2. Blooms Taxonomy

2.1. Students are asked question prompts that move up in levels of complexity that start with lower-level thinking such as factual recall, to higher-levels of thinking like analyzing, evaluating, and creating new meaning/connection

2.1.1. In a formative assessment that gauged students' ability to infer theme of a text, Tupac's "A Rose That Grew From Concrete" asked students "What can you infer about Tupac's poem, what's the underlying message?" Use evidence from the text to support your answer!"

2.1.1.1. Anderson, L. W., & Krathwohl, D. R., (Eds.). (2001). A taxonomy for learning teaching and addressing: A revision of Bloom’s Taxonomy of educational outcomes. New York: Logman.

3. Formative Assessments

3.1. A range of opportunities are given for students to show learning, however the most common assessments are “think questions” written by Study Sync. These questions range of lower-level factual recall of texts to tasks that ask students to engage in high-order thinking with concepts related to these texts. These are completed almost daily to “improve student learning and help to answer the underlying questions of formative assessments: “What is working,” “What needs to be improved,” and “How can it be improved,” (Dixon & Worrell, 2016, p. 155)

3.1.1. Dixon & Worrell (2016)

3.2. Create you own assessment

3.2.1. Students were given a chance to show learning by selecting a their own text and method to analyze. Students were allowed to pick a song or poem that spoke about an important issue or relevant topic to test their ability to interpret connotative and figurative language, and more, then use a medium of their choice to complete the project.

3.2.1.1. “Because students are the architect and owner of the project the work inspires sustained effort and steady commitment” (Ayers & Alexander-Tanner, 2010, p. 52)

3.2.1.2. Find projects that connect to students' lives because “each person is an expert in his or her own experience” (Ayers & Alexander-Tanner, 2010, p. 65) and can assess using their funds of knowledge to apply the new skill

3.3. Short Essay

3.3.1. Assigned a short 300 word essay to “diagnose student difficulties” (Dixon and Worrell, 2016, p. 154) to see what common difficulty students had to inform further instruction for the argumentative essay that will be summative

3.3.1.1. (Dixon & Worrell, 2016)

3.4. Exit Slips

3.4.1. Informal formative assessment given almost ever day to gauge if students understand the material covered in the day’s lesson. Consists of two questions, one that asks students how they are feeling, something they learned, or further questions, and secondly, asks how the day's text/skills learned will help them answer our essential question/unit topic on whether or not we determine our own fate.

3.4.1.1. Berger et al. (2016)

4. Summative Assessments

4.1. Gave a high stakes, online summative assessment at end of first quarter. These consisted of 25 multiple choice questions and 2 extended response, given over a two-day period. Test used 6 texts, ranging from speeches, narratives, to informational that was used “so that students can demonstrate problem-solving and critical thinking in addition to retained knowledge, with the ultimate goal of“ (Dixon & Worrell, 2016, p. 156 )

4.1.1. (Dixon & Worrell, 2016, p. 156 )

4.2. Students will be graded on their ability to infer central idea of texts and theme, as well as their ablity to cite textual evidence to make an argument, which were the main skills of our first unit. This is high-stakes and a major part of their grade. It is intended “to capture what a student has learned, or the quality of the learning, and judge performance against some standards” (Dixon & Worrell, 2016, p. 156 )

4.3. One large, culmative test-based assessment was given at end of first quarter/unit and one written based and visual assessment. These summative assessments test all skills learned.

4.3.1. (Berger et. al, 2015) & (Dixon & Worrell, 2016)

5. Rubrics

5.1. Rubrics are often pages long, and detail the expectations and characteristics of performance at all levels of mastery. These are given in hard-copy form for each assessment. For oral discussion/assessments or participation based, a rubric of sorts is outlined on the board of clear-cut expectations for that activity, such as no talking while others are talking, at least one comment made or one question asked, and respectful behavior.

5.1.1. Value-Based Assessment, Evaluation, and Grading.

5.1.1.1. Teaching Tolerance (2016). Critical practices for anti-bias instruction. Teaching tolerance: Perspectives for diverse America, Teaching Tolerance

5.1.2. Assessment of Process and Conduct

6. Anti-Bias Education & Assessment

6.1. ELL learners are given differentiated worksheets for instruction and assessments, these are called "access handouts." Study Sync uses a core ELA Unit and a ELL Unit with guided notes and vocab during instruction, as well as question crafted with commonly used, more familiar language.

6.1.1. This ensures assessment does not become an issue of distinguishing assessment of language proficiency from assessment of other material (Teaching Tolerance, 2016, p. 7)

6.1.1.1. Teaching Tolerance (2016). Critical practices for anti-bias instruction. Teaching tolerance: Perspectives for diverse America, Teaching Tolerance

6.2. Focus on ensuring "systems of evaluation promote success for all students" (Teaching Tolerance, 2016, p. 7)

7. Tracking Progress

7.1. End of every two weeks students get a grade report printed out with detailed grade and missing assignments which also includes a number between 1 and 3 that marks their progress towards each skill mastery. This is compared to the student's own self-assessment chart they maintain. In addition, this is also applied for data tracking by teachers to assess student growth at the end of academic year.

7.1.1. "Allows students to see their cumulative and collaborative efforts toward mastery of a learning target" (Berger et al., 2015, p. 166).

7.1.1.1. Berger et al., 2015

8. Variety

8.1. Offer a variety of options for demonstrating mastery of a given unit such as writing poem, creating a poster or comic, or giving a short presentation (Teaching Tolerance, 2016, p.4)

8.1.1. (Teaching Tolerance, 2016)

9. Collaborative Assessments (Student-Lead Assessment and Teaching)

9.1. Students are assigned a concept, we have used a vocabulary world or literary element for example, and that group of students becomes responsible for teaching that concept to the class. Students are then assessed through a short quiz or informal questions/work sheet that assesses their understanding of the material, which is sometimes created by students leading the learning, but always informally if so.

9.1.1. “This leads gravitas and importance to the material, and sends the message that all contributions to learning are important and valued” (Berger et al., 2015, p. 163) and also promotes agency and accountability. This practice helps student engagement as well, and makes students work hard to master the concept they will be teaching to the rest of the class.

9.1.1.1. (Berger et al., 2015)