Category: Standard 8: Assessment

Using the ATLAS Protocol to Assess Student Work

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By , March 13, 2014 2:08 pm

Shelbi Burnett

ED 498-Dr. Brooks

April 12, 2013

ATLAS Protocol

Introduction 

Through working with, and observing English language learning (ELL) students during tutoring hours in addition to our class activities in ED 498, we have come to understand that these students have specific needs in the classroom. Often these diverse needs demand activities which are structured differently from those only designed for native English speaking students; however, these needs are not entirely different to students who struggle in content area vocabulary development. In fact some of the activities we can design and implement to aide ELL students, can help all students in content area classrooms with stringent vocabulary demands.  Continue reading 'Using the ATLAS Protocol to Assess Student Work'»

Teaching with A Novel: The Immortal Life of Henrietta Lacks

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By , March 12, 2014 6:40 pm

Novel Resource Guide

Our task in ED 420 this semester was to create a plan to teach a unit using a novel. Because my content area is science, I was hesitant to use a science fiction novel so I used the historical science book of The Immortal Life of Henrietta Lacks by Rebecca Skloot. By accessing the link, the viewer has access to all of the information necessary to teach a unit using the book, from discussion questions to in class activities, and assessments.

Nature of Science

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By , December 11, 2013 9:49 am

Nature of Science

Nature of Science Activity

Portfolio

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By , December 11, 2013 9:46 am

Unit Plan

Featured Lessons 1 & 2

Resource File

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By , December 8, 2012 5:58 pm

This is resource file is a collection of developmental materials for first year middle and secondary education teachers built to assist them in shaping their instruction and curricular practice during their first years as professionals. In the first years teaching, it is critical for young teachers to build a sense of personal efficacy in the classroom–these resources might be a helpful place to start!

Start of School Resources

The start of the school year is a critical time for all new teachers. It is the time when you make your first impressions on the students and their parents, and the best time to set the expectations of your classroom for the rest of the year. These resources are all various tips, tools, tricks, and articles for helping teachers get the year started on the best note!

  1.  This article is an interview with a new teacher and her thoughts on the first day as well as the future of education. The article describes her experiences as a first year
    1. http://www.thecherawchronicle.com/view/full_story/20129776/article-New-teachers-enter-classrooms-all-over-Chesterfield-County?instance=popular
  2. This article emphasizes the importance of establishing expectations within a classroom on the first day, as well as other important aspects to consider before embarking on your first day of school.
    1. http://www.scholastic.com/teachers/article/creating-great-first-impression-grades-6%C2%968
  3. This site gives tips for back to school for teachers. It includes classroom set up, prepping for the first week, classroom management, and working with parents.
    1. http://www.nea.org/tools/back-to-school-guide.html
  4. This website offers resources to help teachers stay organized including back to school checklists, decoration ideas, letters to parents, and ideas from real teachers.
    1. http://www.scholastic.com/teachers/article/get-smart-start
  5. This article from the NEA gives tips for classroom management for new teachers. Many teachers are nervous about going into new classroom and managing student behavior as well as the learning environment, but this article offers four areas to consider to establish an environment that promotes learning while being safe and structured.
    1. http://www.nea.org/tools/management-tips-for-new-teachers.html

Continue reading 'Resource File'»

Designing Assessments

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By , May 1, 2012 11:04 pm

There are many different types of effective assessments. Below I have outlined different types of assessments as well as various modifications/accommodations which can be used in the classroom to differentiate for these assessments.

Continue reading 'Designing Assessments'»

Designing Assessment Tips

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By , May 1, 2012 10:34 pm

Assessments can be particularly tricky to design. The links below provides excellent examples and tips for designing assessments.

http://www.indiana.edu/~best/write_better_t ests.shtml#V-­‐1

http://caacentre.lboro.ac.uk/dldocs/otghdout. pdf

6+1 Writing Rubric

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By , May 1, 2012 10:30 pm

 

Points 5 3 1
Ideas This paper is clear and focused. It holds the reader’s attention. Relevant details and quotes enrich the central theme. The writer is beginning to define the topic, even though development is still basic or general. As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details.
Organization The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. The organizational structure is strong enough to move the reader through the text without too much confusion. The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure.
Voice The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.
Word Choice Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level. The writer struggles with a limited vocabulary, searching for words to convey meaning.
Sentence Fluency The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid. The reader has to practice quite a bit in order to give this paper a fair interpretive reading.
Conventions The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touchups would get this piece ready to publish. The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read.
Presentation The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. The writer’s message is understandable in this format. The reader receives a garbled message due to problems relating to the presentation of the text.

 

 

 

 

Sample Objective Assessment

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By , May 1, 2012 10:25 pm

During ED 228 we were asked to design an objective summative assessment in the form of a vocabulary quiz based on a lesson we had created to teach vocabulary. The assessment below is a sample vocabulary quiz I might give 7th grade students after the completion of a lesson teaching about the cell.  Continue reading 'Sample Objective Assessment'»

Sample Authentic Assessment

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By , May 1, 2012 10:08 pm

As part of ED 228, we designed assessments for the lesson plans we created. The assessment below is an example of an authentic  summative assessment with a rubric which I would give students for a project on content area vocabulary.  Continue reading 'Sample Authentic Assessment'»

Hooks And Closures

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By , May 1, 2012 7:05 pm

Throughout Content Literacy, we discussed the need for Hooks and Closures. These are two integral parts of the lesson planning process which help students by creating continuity between lessons, objectives, and standards, and which also help instructors by informing them of where students are struggling with material. Listed below are examples of various types of Hooks and Closures to be used in lesson planning.  Continue reading 'Hooks And Closures'»

Standards

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By , May 2, 2011 2:16 pm

Coming soon….

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