A - You will give your class a chapter test of 25 questions. The test was announced during the chapter review for the following day.
A- This test meets the criteria for a good test. It is reasonable in the number of questions being asked, the test was announced ahead of time and a chapter review was conducted of the information. The only criticism that I would give is that it does not give the students at least a day to study for the test but, it technically falls into the category of being announced ahead of time. This could just be personal preference that sees it as being slightly unfair. B - You´ve just decided to give the students a 10-minute test because you´re the substitute teacher and need some time to get things organized before
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Just because as the substitute teacher needs time to organize, it does not make it an adequate reason to give a test. There is no teacher preparation for the test, a valid reason and it is a test that will probably not cover any relevant information. C - It´s Wednesday and you´ve just finished a reading passage and tell the students they will need to be able to summarize the main points of it in a test on Friday.
C- This would be a good test to give to the students because there is adequate preparation time for the student and the teacher. Also, the test serves a purpose of testing the comprehension of the students and would be beneficial as a progress check. One way to improve this is to provide a review for the students or discuss in further detail the sort of points that will be stressed in the test. Other than this one point, it is a fair test to administer. D - At the end of the term you will require your class (of 20 students) to answer a 200-question objective test as well as two essay style questions in 300 words (minimum)
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The discovery was made possible because of advances ___4_____techniques for distinguishing different types of lipids, naturally occurring molecules such as fats and waxes, ___5___ each other. Of thousands of sherds studied, about 80 were found to contain beeswax, indicating that it may have been a relatively scarce material in the Neolithic period, the time when people were starting to farm and make pottery. What Neolithic people ____6____ doing with the beeswax is a matter of speculation. According to Melanie Roffet-Salque, a biochemist at the University of Bristol and leader of the research group, it may have been__7____to waterproof the inside of pots, or may have been deposited as wax combs were melted to extract valuable honey—one of the few sweeteners available at the __8____. The earliest pottery sherds containing beeswax ____9_____ to the seventh millennium B.C., and were found at several sites in what is now Turkey. One of these, Cayönü epesi, is also where the research team previously ___10____ a pottery sherd that contains the earliest evidence of milk
In Ms. Hall’s seventh period ESL freshman biology class I chose to do a write around or pass a question formative assessment probe. I came up with three different questions and printed each one on an individual sheet of paper. The three questions were; 1. What is one thing you were surprised to learn about the past few weeks about genetics, what is one thing you wish you could learn more about related to genetics, what was the hardest topic for you to learn or that you are still confused about? I started the class by talking about what the purpose of the write around activity was. I informed them that this activity was an opportunity for them to reflect and talk about the lesson they were working on and also an opportunity for me to read about what students thought about their genetics unit. I placed students into groups of three and then asked them to read the first question and take 2 minutes to write as much as they could about the question at hand. If students were confused at the question at all I encouraged them to ask me about their confusion or ways in which to respond. After the 2 minute time slot students then passed that question to and the next person would spend 2 minutes to respond to the previous person’s comments or respond to that new question as well. This was repeated one more time so each student had an opportunity to respond to each question prompt. The classroom consist of 17 students whose first language is not English. Primary languages of the students in the class consist of Spanish, Arabic, Russian and Polish.
5. The exam consists of 13 pages, including this cover, and a blank page at the end. Make sure you have all
Examining excavated artifacts can tell researchers a lot about the people who left them behind. The artifacts can hint at characteristics such as how people lived, what time period they were from, what they ate, and how their families were structured. The identification of the three bags of artifacts was completed by utilizing artifacts that helped to infer the time period it was from.
Since this test has been devised, the number one question everybody is asking is, “ isn’t it unfair to base a student’s entire future on one test, when he or she simply could have had a bad day when taking the test”? The president Kirk T. Schroder of the Virginia Board of Education, answer this question by saying, “First of all, these tests are untimed, so no student is under arbitrary time pressure in taking the test.
The ancient Aztec pottery follows curious traditions. The earliest known piece of “pottery was made approximately 4500 years ago” (Sayer). At the end of the 52 year cycle a lot of home goods were destroyed, so experts were able to understand the changes in
In reading this chapter I came to acknowledge a lot facts that I didn’t realize about the British Zulu war. The battle at Rorke’s drift, and the battle at Isandhlwana are the chapter main focus in book Carnage and Culture. It gave multitudes of information that went well in detail about the battles. After reading the chapter, and researching the information on the war, and comparing the information presented by Victor Davis Hanson I found the information insightful and correct. He backs up his statements with facts and explains how western military forces were so dominate because of tactics, discipline and technology.
The assessment I have created is for my eighth grade history class. My edTPA class contains 21 students. At this point in the school year I was teaching the students about the Constitutional Convention. More specifically, for this assessment, we were learning about the major debates that took place during the Constitutional Convention. Those debates being; whether to adopt the Constitution or stay with the Articles of Confederation, whether representation should be equal for states or based on population, and whether slaves should or shouldn’t count towards a state’s representation. The main learning objective for this assessment was that SWBAT analyze different viewpoints of the Constitutional Convention through a three paragraph essay following
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
vegetation of the region. They were experts at creating breast shields, bronze tools, and intricate
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right-using it well. Portland, OR: Assessment Training Institute.
One of the opinions that can come out is the student’s strengths and weaknesses. For example, a mother may think that her daughter is a genius in math but is awful in science. Most of the times these test are correct when it comes to identifying student’s strengths and weaknesses. The mathematics section could be forty five questions that are made up of fifteen basic math questions, fifteen geometry questions, and fifteen algebra questions. With the questions being divided up into three different sections it is possible to get a rough estimate rather than an exact idea of the student’s strengths and weaknesses in the three sections of math that was given.
Based on assessment results, I believe that students successfully met the intended learning outcomes for the 1920s unit that I designed, developed and implemented. Student performance on this assessment was higher than it had been on previous assessments I have administered which indicates the test was a valid representation of student learning within the context of the course. Also, when combined with additional formative assessments that measured student obtainment of learning objectives not covered by the unit tests, like creation of a newspaper and mock interview, students consistently outperformed my expectations. Through class discussions and the completion of in-class work, it was clear that students understood the content and had met the intended learning outcomes for my Roaring Twenties unit.
Testing is one of the big issues in our education system. The idea that the whole school curriculum should be planned around tests is a foolish one, if we want to get a quality education that we can actually learn something valuable from. Having students cram empty facts and memorize test answers is not teaching them it is just encouraging more stress and late nights. On some occasions, tests are a necessary evil to see if the student has actually learned anything from what they have been taught, but to gear the whole class a...
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a