Simple ways to assess the product An effective writing process should lead to a successful product. A writing product fulfills its communicative intent if it is of appropriate length, is logical and coherent, and has a readable format. When various conceptual models of writing are compared side by side Isaacson, five product variables seem to emerge:
Conducted prior to new learning experiences, the process empowers students as much as it empowers teachers. I became acquainted with pre-assessment during the early years as a classroom teacher. This was when differentiated instruction felt new to everyone. In those days, we used pre-tests, anticipation guides, and student work samples from previously taught units to identify what kids knew, what they were already able to do, and where we should invest our greatest energies.
Our pre-assessment practices have evolved quite a bit since then. Consider some of these approaches as you design learning experiences for your students or prepare to engage them in self-directed projects: Invite learners to surface, review, and then rank new concepts, content, and skills that will be learned according to anticipated difficulty.
Debrief by asking them to explain their reasoning, and help them use what is learned to approach the experience proactively. Use it to inform the way you support your students as well. Ask your students to create similes for concepts, content, and skills they feel they already know.
Use their responses to consider the depth and complexity of their understanding. Allow them to revisit and revise their work as they learn more, and challenge them to explain how and why their thinking is changing.
Provide each learner with a stack of sticky notes. Prior to new learning, encourage each student to generate a set of curiosities, questions, and predicted challenges: Cluster the notes that are relevant to one another, and create categories for the clusters.
These can inform your teaching points. Provide learners a set of essential concepts that they will explore throughout the new learning experience.
Ask them to guess what the most critical questions might be, relevant to each. First and Final Thoughts: Prior to beginning your study, ask students to share their initial thoughts regarding what they are about to learn, what they are most compelled by, and where their personal interests and needs might be best satisfied.
Use this information to adjust the instructional plan. Ask them to revisit and revise these statements at the end of the learning experience in order to describe their levels of satisfaction. After introducing students to the topics they will explore, ask them what they wonder, and have them add these questions to a shared display.
As learning unfolds, encourage students to attend to these questions and provide time for them to connect and share their discoveries. Alternatively, inspire them to attach the answers they uncover to relevant questions on the wonder board.
A Carousel of Catalysts: Craft a handful of powerful pre-assessment questions that will enable you to understand the needs of your students. Post each question at the top of its own chart, and hang the charts around your classroom.
Ask students to carousel from one to another, adding their responses to each question to the corresponding charts. How Certain Are You? Challenge students to brainstorm everything they feel they already know about the topic at hand.
Ask them to record each idea on a separate sticky note. Then, create a way for them to display these notes according to levels of certainty. This works much like the carousel of catalysts, but learners may remain seated instead of moving around.
Here, each catalyst is added to the top of a sheet of paper, and it is passed from one student to the next. Kids add their responses to each sheet as it is received before sending it along.
After previewing a text, each reader underlines the post powerful or important sentence, phrase, or word.
Then, the group forms a circle. One student stands and reads his or her selection. Another follows as soon as the first reader is seated, striving to continue the narrative.
Students are encouraged to read selections even if others chose the same portions of the text. Listening for what is repeated helps everyone identify which portions of the text resonated most.There are three types of assessment: diagnostic, formative, and summative.
Although are three are generally referred to simply as assessment, there are distinct differences between the three. 54 different examples of formative assessment. Definition A formative assessment or assignment is a tool teachers use to give feedback to independently, highlighting or writing down a few sentences they find important, interesting, of note, or that give them an Ah ha!
moment. Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Writing samples also should be assessed across a variety of purposes for writing to give a complete picture of a student's writing performance across different text structures and genres.
A formal assessment is any kind of test that is administered to gauge the proficiency level of the person taking the test. These assessments are used in elementary and secondary schools, colleges or other educational institutions.
Jun 27, · As a business owner, you must have relevant performance assessments for your employees. You would use these to determine if an employee is meeting the demands of .
There are strengths and weaknesses in informal assessments, but when used properly they can provide teachers with valuable information. There are many types of formal and informal assessments to choose from; teachers need to evaluate their needs before choosing which will give them the data they need to improve instruction.