1. Assessments & Activities
Steps 2 and 3 in the Backwards Design approach
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2. I TAUGHT STRIPE HOW TO WHISTLE

3. I DON’T HEAR HIM WHISTLING

4. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT
From Checking for Understanding, King Features Syndicate.

5. Planning Assessments
The Big Idea probably has a couple of “objectives” you want students to achieve
“Students will…” or “I can…” statements
Standard indicators may help
“How will you know if your students have reached achieved the objective?”
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6. Types of Assessments Tests and quizzes Lab Reports Posters Projects
And more!
But don’t forget the informal assessments!
Process checklist
Observations
Small group discussion
And more!
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7. The assessments steer you to the activities
“Embedded Assessments” (Abell & Volkmann, 2005) are products that naturally come from student activities
Your lesson may have only 1 activity, or may have a sequence of activities – YOU decide what you’ll include in this lesson plan!
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8. Assessment(s) for your lesson plan – how will you assess learning?
Goal for TODAY:
Assessment(s) for your lesson plan – how will you assess learning?
Write a brief description – you can create assessment instruments later!
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9. Also for Today Create a MINI Poster Your name What grade/subject
Lesson Title and/or Topic
The Big Idea
(Optional) – summary of the activities.
Need this done for our 3:30 sharing session
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10. Blog topics
Check the Blog page for discussion prompts – please share your thoughts about assessment for “inquiry” learning
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11. Planning time for today:
You have time to work until noon
Be back here in the River Gardens room by 12:50 for the BTS Walrus session!
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