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Assessment
- 1. Assessment and Grading tips, techniques, & strategies
- 2.
- 3. Have a plan â˘talk to other teachers in core area
- 4. Have a plan â˘talk to other teachers in core area ⢠work with the schoolâs system and expectations
- 5. Have a plan â˘talk to other teachers in core area ⢠work with the schoolâs system and expectations ⢠support your observations
- 6. Have a plan â˘talk to other teachers in core area ⢠work with the schoolâs system and expectations ⢠support your observations ⢠be deliberate - every question/action serves a purpose
- 7. Have a plan â˘talk to other teachers in core area ⢠work with the schoolâs system and expectations ⢠support your observations ⢠be deliberate - every question/action serves a purpose ⢠NO SURPRISES FOR ANYONE
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- 9. Stay on top â˘avoid letting assignments pile up
- 10. Stay on top â˘avoid letting assignments pile up ⢠plan for when you will be grading when writing lesson plans
- 11. Stay on top â˘avoid letting assignments pile up ⢠plan for when you will be grading when writing lesson plans ⢠know the schedule for your grading periods
- 12. Stay on top â˘avoid letting assignments pile up ⢠plan for when you will be grading when writing lesson plans ⢠know the schedule for your grading periods ⢠not every assignment needs assessed
- 13. Stay on top â˘avoid letting assignments pile up ⢠plan for when you will be grading when writing lesson plans ⢠know the schedule for your grading periods ⢠not every assignment needs assessed ⢠know why and what you are assessing
- 14. Stay on top â˘avoid letting assignments pile up ⢠plan for when you will be grading when writing lesson plans ⢠know the schedule for your grading periods ⢠not every assignment needs assessed ⢠know why and what you are assessing ⢠meaningful assessment provides feedback - not just numbers (not all assessment is/needs to be meaningful)
- 15. Stay on top â˘avoid letting assignments pile up ⢠plan for when you will be grading when writing lesson plans ⢠know the schedule for your grading periods ⢠not every assignment needs assessed ⢠know why and what you are assessing ⢠meaningful assessment provides feedback - not just numbers (not all assessment is/needs to be meaningful) ⢠set and meet expectations for students and parents
- 17. Elements of aPlan how to measure curricular success or goals and mastery outcomes assignment weighting of types assignments
- 18. key questions whatare skills or why are you content? you assessing? both? assessing? what will how do I how will this know I assessment you use doing âitâ tell you? the info? right?
- 20. things to investigate â˘portfolios ⢠rubrics ⢠performance assessment ⢠ask around about writing a good quiz/test
- 21. Rubrics â˘Scoring guide toevaluate performance based on a range of criteria â˘Working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about how to complete the activity. â˘Enhances the quality of direct instruction & active learning practices.
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- 24. music video rubric activity
- 25. A Million Waysby OK GO
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- 28. Does this wordcloud accurately represent Scout? Why or why not?
- 29.
- 30. Summary ⢠have aplan and stick with it ⢠work with schoolâs system ⢠support your observations with evidence ⢠know the âwhatâ and âwhyâ of each assessment ⢠ultimate goal is improved student performance & understanding ⢠set expectations and keep them
Editor's Notes
- #2Â \n
- #3Â first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #4Â first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #5Â first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #6Â first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #7Â first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
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- #16Â bring things forward from last assessment - score for each \n
- #17Â but my thing is just science... no! your new thing is teaching science and the unwritten curriculum \n
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