1. Planning for Assessment Taxonomies It is the classification of levels of intellectual behavior which is important to learning Formative Assessment Summative assessment Performance-based assessment Old version Evaluation Synthesis Analysis Application Comprehension Knowledge New Version Creating Evaluating Analyzing Applying Understanding Remembering

2. Design Process Formative Assessment Instructional techniques Learning standard which the student’s have achieved so adjustment can be made to lesson. Skills the students are having difficult acquiring. Identify concept that student are struggling to understand. Academic progress

3. Summative Assessment Complete the end of the end of the school year portfolio that demonstrates the student’s achievements. Create a modify lesson plan after evaluating all the student’s assessment in the beginning of the year, if needed. Ask students questions in group activities to verify that they understand material. Review the material before beginning the new lesson. Student’s successfully complete all standard requirements.

4. Performance-based Assessment During the project ask the students questions regarding the texture of the water combined with the sand. Encourage the students to give opinions of what could be different in the project. Give the students the opportunity to solve the problem by expressing what should be added to change the texture of the sand. Analyzing and Evaluating by examining when the student mixes the additional ingredient. Then, judging to observe the outcome. Creating the finish project by discussing it with the class of the steps that occurred and the final outcome of the project.

5. MY CLASSROOM Research on an certain topic we are discussing. Such as Presidents, Countries, and so forth. In my class it will be bonus points for how well they do. Have group discussions to encourage students to share their questions or answers with the class. Have pre test every week for the vocabulary we are learning. With the outcome of the pre test work with the students that did not do so well on the test. On the contrary give the student’s more challenging words that did well. Once a week after they have completed and understood the worksheet allow students to smother the paper in shaving cream. Students enjoy it and it motivates them to learn the material. Create three assignments the students can choose from for their homework.

6. How quality assessment are designed Content Validity Reliability Fairness Student engagement and motivation Consequential relevance

7. Taxonomies in planning assessments  When planning assessments in the classroom it is important that a teacher challenges their students. Many teachers according to the Taxonomies they do not exceed the first two steps which is remembering and understanding. Many teachers assume this is an accomplishment if they achieve this at the end of the school year. These students need to be challenge. In my lesson plans to create a taxonomies. I would ensure that I ask my students six questions from the bloom’s taxonomy that would increase their knowledge, critical thinking, and problem solving.

8. References http://ww2.odu.edu/educ/roverbau/Bloom/blooms_ taxonomy.htm http://edglossary.org/formative-assessment/ ww.learnnc.org/lp/pages/5233 http://www.niu.edu/facdev/resources/guide/assess ment/formative%20and_summative_assessment.pdf http://www.specialconnections.ku.edu/?q=assessm ent/quality_test_construction