Assessment Timeline
Chalk Board Splash: a fun entry-level assessment activity that gets students up and moving. The teacher will write key terms of a lesson or unit on the board, the students will then be given some time to look at the terms and after a few minutes all the students will write down anything they feel is relevant to the terms written on the chalk board. This assessment helps in understanding any prior knowledge the students bring by having them walk up and write what they know about key terms.
Socrative: a digital student response system in which students can take quizzes online and get their and feedback right away. This software is used as a way of formative assessment because the quizzes and test taking in this class using this software are used to help shape my instruction in extremely quick manner and help to understand which students need help in which areas.
Shining Moments: a formative and summative assessment I use in my class that have students critically think about their performance in the classroom. I usually reserve this assessment after a week of instruction or after a major project. The activity requires students to write in 3-4 sentences what areas they feel they excelled in and what areas they need improvement in. I use the information from these Shining Moments to help develop activities that can have students who are struggling have more opportunities to shine.
3X Summarize: a formative assessment which also is designed to develop their writing ability. The students are asked to summarize what they have learned three times but each time they do, they must use more and more words. The first try the students may be able to use 10-15 words, the next try they may be able to use 20-25 words, and the last try maybe 30-35 words. Each time they are compounding the information they are learning, exercising their writing ability and demonstrating to me what they have learned in class, this assessment is a triple threat!
Exit Slips: a formative assessment I implement at the end of lesson. The students are usually provided an index card and on the board are 2-3 questions the students must answer before they can leave the class. Usually the Exit Slips will have one question about the content and 1-2 questions about themselves and how they felt about the lesson. I use these cards as a quick reference to understand how the class is responding to lessons.
Mock Trial: a summative assessment particular to this Unit, Students will have the opportunity to synthesize everything they have learned about civil liberties, civil rights, and the U.S justice system in an activity that puts them in the role of being either a lawyer presenting a case to the U.S supreme court or a associate judge of the U.S Supreme Court. This activity helps me to understand if students posses a critical understanding of the content embedded in this unit by having the opportunity to apply such information to real issues in a simulated environment.
Meta Cognition: a summative assessment I do at the end of every lesson; I have students review and write down what they have learned within a Unit, and ask why such content stuck out in their mind. I ask the students to think about how one thing was easier to learn then another and provide suggestions on how I (the teacher) can develop ways to help them understand content better and more easily. In a sense I am having students think about their thinking and tell me how to better access their thinking ability.
Socrative: a digital student response system in which students can take quizzes online and get their and feedback right away. This software is used as a way of formative assessment because the quizzes and test taking in this class using this software are used to help shape my instruction in extremely quick manner and help to understand which students need help in which areas.
Shining Moments: a formative and summative assessment I use in my class that have students critically think about their performance in the classroom. I usually reserve this assessment after a week of instruction or after a major project. The activity requires students to write in 3-4 sentences what areas they feel they excelled in and what areas they need improvement in. I use the information from these Shining Moments to help develop activities that can have students who are struggling have more opportunities to shine.
3X Summarize: a formative assessment which also is designed to develop their writing ability. The students are asked to summarize what they have learned three times but each time they do, they must use more and more words. The first try the students may be able to use 10-15 words, the next try they may be able to use 20-25 words, and the last try maybe 30-35 words. Each time they are compounding the information they are learning, exercising their writing ability and demonstrating to me what they have learned in class, this assessment is a triple threat!
Exit Slips: a formative assessment I implement at the end of lesson. The students are usually provided an index card and on the board are 2-3 questions the students must answer before they can leave the class. Usually the Exit Slips will have one question about the content and 1-2 questions about themselves and how they felt about the lesson. I use these cards as a quick reference to understand how the class is responding to lessons.
Mock Trial: a summative assessment particular to this Unit, Students will have the opportunity to synthesize everything they have learned about civil liberties, civil rights, and the U.S justice system in an activity that puts them in the role of being either a lawyer presenting a case to the U.S supreme court or a associate judge of the U.S Supreme Court. This activity helps me to understand if students posses a critical understanding of the content embedded in this unit by having the opportunity to apply such information to real issues in a simulated environment.
Meta Cognition: a summative assessment I do at the end of every lesson; I have students review and write down what they have learned within a Unit, and ask why such content stuck out in their mind. I ask the students to think about how one thing was easier to learn then another and provide suggestions on how I (the teacher) can develop ways to help them understand content better and more easily. In a sense I am having students think about their thinking and tell me how to better access their thinking ability.
FORMATIVE ASSESSMENT:
SOCRATIVE QUIZ on the Rights of the accused
Summative Assessment: Supreme Court Mock Trial
Rubrics for Summative Assessment: Supreme Court Mock Trial
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