1. H.O.T. Questions
1.1. Questions based on the Novel "Going Fishing" by Tamera Will Wissinger
1.2. Opening Questions
1.2.1. How does the main character feel when his sister gets to go on the special trip with him?
1.2.2. What was the main idea?
1.3. Guiding Questions
1.3.1. What would happen if they didn't catch any fish?
1.3.2. What ideas justify the conclusion?
1.4. Closing Questions
1.4.1. What changes would you make in this story if any?
1.4.2. Can you see a possible solution to sharing time with your siblings and your parents?
2. Assessment Data
2.1. Using data collection from assessments we are able to help our students reach their IEP goals and work on their life skills.
2.1.1. For my students I selected my 3 Kindergartners that are currently working on Potty Training. This is assessed but tracking the number of days a week they stay dry all day. Currently all 3 of them are struggling at less than 50% of the time. To address this need we are implementing a strict potty schedule in which each student will attempt to go every 30 minutes. We will also reward them with positive reinforcement each time they remain dry between the 30 minute intervals. We will also track the data daily to see what times of day the girls remain dry for a longer period so that during that time period we can increase the interval time used.
3. Assessments aid in showing data on how students have progressed over the year, the semester, or the grading period.
4. Teachers use assessments to guide their instruction. This helps teachers focus on areas students are struggling on vs giving heavy instruction on areas that students are strong in. By using assessments to guide instructions teachers become better teachers.
5. Interim/Benchmark
5.1. A interim assessment or benchmarks are given periodically throughout the year at predetermined times. These are a more formal type of assessment and the results are used to see what areas students may be struggling in. At this point in time there is still room to adjust instruction for struggling learners.
5.1.1. An end of chapter test is an example of a interim assessment. The data from this assessment will help the teacher see what small groups may need to be created.
5.1.1.1. A district benchmark is another example. This assessment covers material that students should have learned at this point in time of the year. The dates for these exams are predetermined. The results are used to show teachers what areas students need more work on and what areas they are doing well in.
6. Formative
6.1. A formative assessment is used to gather evidence of learning. This is used frequently while giving instruction in order for the teacher to modify and adjust instruction as needed to help students reach the learning goal of the lesson.
6.1.1. Exit Tickets are a formal form of formative assessments. They can be used at the end of a lesson as a mini formative assessment or quiz to see where students are in the learning process of that days goal.
6.1.1.1. Class discussions are a informal form of formative assessments. Through the use of the discussion the teacher can see where students are and what areas they need to re-visit before moving on to the next section.
7. Summative
7.1. A summative assessment take place at the end of the year or after a large amount of learning has taken place. This is often a standardized exam. The results of this exam will have little effect on adjustment in instruction because of the time of year they are taken.
7.1.1. In Texas the STAAR exam is an example of a summative assessment. Students are tested on material they should have learned thoright the year. The data from this assessment is sometimes used to determine if a student moves on to the next grade. There is little room to adjust instruction at this point and time in the year.
7.1.1.1. An end of unit exam is another form of a summative assessment. This assessment is used to test students on material they should have learned through the unit. The data may be used to adjust minor instruction like small groups or aid in later reviews.
8. Diagnostic
8.1. A diagnostic exam is used to measure where a students understanding is in a specific area in comparison to their peers. This is often done to see what students know about a particular area and what they do not know.
8.1.1. Pre-Reading skill tests are examples of a diagnostic exam. These exams are used to measure where a student is in their pre-reading skills. To see what skills they are strong in and what skills they need to work on.
8.1.1.1. A pre-assessment before the start of a new unit is an example of a diagnostic exam. The data from these exams are used to tailor the instruction the students will receive in the new unit. The teacher will use this data to see where the class as a whole stands with the new information before beginning instruction.
9. Performance
9.1. A performance based assessment is when students use what they have learned in a way that is meaningful and engaging to them. This can be done by putting learning into action using "real world" situations. A performance assessment asks students to show how well they can use what they have learned.
9.1.1. An example of a performance based assessment is a scenario question that requires research. Students could be asked to track traffic patterns to determine if a light is needed at the intersection by the school. Students would gather data at different times during the day and then use that data in a graph to justify the need for a traffic light.
9.1.1.1. Another example are science projects. Students determine a question to answer, research their question, and then provide data to show how they answered their question. Students are then allowed to present their data to the class or at the science fair.