Intel Education: Assessing Projects: Assessment Strategies: G...
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URL Tag Cloud
- needs
- , assessment
- , gauging
- , strategies
- , student
- , Intel
- , planning
- , rubrics
- , Essentials
- , assessments
- , prior
- , evaluare
- , guaging
- , st.
- , Cool
- , use
- , knowledge
- , projects
Groups (2)
Bookmark History
Saved by 57 people (3 private), first by anonymouse user on 2007-06-11
- Savvymarie on 2008-09-23 - Tags use , projects
- Robertcody2 on 2008-07-31 - Tags no_tag
- Sbittner on 2008-07-30 - Tags Cool , Stuff , Intel , Essentials
- Teachyah109 on 2008-07-21 - Tags Gauging , Student , Needs
- Svenskseglare on 2008-07-15 - Tags Assessment-Guaging , Needs
Public Sticky notes
Highlighted by toyota
Highlighted by sixthformpoly
Highlighted by spiceisle
Gauging Student
Needs
Highlighted by alexbt
Gauging Student
Needs
Highlighted by gabrielanausica
Highlighted by ameliabuan
Highlighted by johnmunoz
Gauging Needs
Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
The table below includes an overview of the methods, purposes, and instruments used for gauging student needs. Links provide more detailed information and specific examples.
Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
The table below includes an overview of the methods, purposes, and instruments used for gauging student needs. Links provide more detailed information and specific examples.
| Assessment Method | Purpose | When Used | Instrument |
| Examining Student Work | Examining student work reveals the nature and extent of student understanding, clarifies learning expectations for students, and provides opportunities to assess the quality of a previously taught task or plan and the implications for instructional practice. | Before planning the project, look at student work and ask: What skills, knowledge, and understandings do the students demonstrate? What is the evidence? What are the misconceptions? Are there any patterns or trends to focus on? |
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| Graphic Organizers | Graphic organizers provide a visual representation of student’s current conceptual understanding and thinking processes and illuminate preconceptions. | At the beginning of a project elicit information from students by creating a graphic organizer on a chart to get an accurate idea of students’ prior knowledge. Provide organizers for individual student use throughout the project. | |
| Know-Wonder-Learn (K-W-L) Charts | K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored. | Use at the beginning of a project, during a class discussion, or individually in journals. |
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| Think-Pair-Share | Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions. | Use at the beginning of a project and during class discussions. |
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| Brainstorming | Students generate terms and ideas related to a topic and form creative connections between prior knowledge and new possibilities. | Use at the beginning of project, during a class discussion, individually, or in small groups. |
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Highlighted by mciuchi
Students bring a wide variety of experiences, abilities, and interests to any
new topic. A thorough understanding of the students’ background knowledge and
understanding helps teachers design instruction to address misconceptions and to
take advantage of relevant experiences.
The table below includes an overview of the methods, purposes, and instruments used for gauging
The table below includes an overview of the methods, purposes, and instruments used for gauging
Highlighted by glozano
Students bring a wide variety of experiences, abilities, and interests to any
new topic. A thorough understanding of the students’ background knowledge and
understanding helps teachers design instruction to address misconceptions and to
take advantage of relevant experiences.
Highlighted by karenh
Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
Highlighted by ameliabuan
understanding of the students’ background knowledge and understanding helps
teachers design instruction to address misconceptions and to take advantage of
relevant experiences.
Highlighted by jahoff02
Highlighted by cgriffin
Students bring a wide variety of experiences, abilities, and interests to any
new topic. A thorough understanding of the students’ background knowledge and
understanding helps teachers design instruction to address misconceptions and to
take advantage of relevant experiences.
Highlighted by sixthformpoly
Students bring a wide variety of experiences, abilities, and interests to any
new topic. A thorough understanding of the students’ background knowledge and
understanding helps teachers design instruction to address misconceptions and to
take advantage of relevant experiences.
Highlighted by nguyenlieulh
Highlighted by only1smiley
Highlighted by emartinez4
Highlighted by cfrizzell
Examining Student Work
Highlighted by lagrafx
extent of student understanding, clarifies learning expectations for students,
Highlighted by lagrafx
Before planning the project, look at student work and ask: What skills,
knowledge, and understandings do the students demonstrate? What is the evidence?
What are the misconceptions? Are there any patterns or trends to focus on?
Highlighted by toyota
- Samples of work and assessments from different students
- Samples of one student over time
- Data from tests
Highlighted by vanessaghany32
Examining student work reveals the nature and extent of student understanding,
clarifies learning expectations for students, and provides opportunities to
assess the quality of a previously taught task or plan and the implications for
instructional practice.
Highlighted by spiceisle
planning the project, look at student work and ask:
Highlighted by anahudici
Examining student work
Highlighted by anahudici
At the beginning of a project elicit information from students by creating a
graphic organizer on a chart to get an accurate idea of students’ prior
knowledge.
Highlighted by glozano
- Topic on chart paper or electronic white board
- Journal
Highlighted by juanitathurman
Graphic organizers provide a visual representation of student’s current
conceptual understanding and thinking processes and illuminate preconceptions.
Highlighted by sixthformpoly
At the beginning of a project elicit information from students by creating a
graphic organizer on a chart to get an accurate idea of students’ prior
knowledge. Provide organizers for individual student use throughout the project.
Highlighted by yeemonj
Graphic organizers provide a visual representation of student’s current
conceptual understanding and thinking processes and illuminate preconceptions
Highlighted by wawilson
visual representation of student’s current conceptual understanding and thinking
processes and illuminate preconceptions.
Highlighted by anahudici
Students generate terms and ideas related to a topic and form creative
connections between prior knowledge and new possibilities.
Highlighted by mikescot
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