Assessments+Instruments

Think-Pair-Share combines thinking with communication. The teacher poses a question and then gives individual students time to think about the question. Students then pair up with a partner to discuss their ideas. After pairs discuss, students share their ideas in a small-group or whole-class discussion. This strategy activates student's thinking by allowing them to share and modify their ideas or construct new knowledge as they interact with their peers. It also contributes to students' oral communication skills as they discuss their ideas with one another. As students discuss ideas with their partner and in larger groups, the teacher is able to note errors in their reasoning that may need to be retaught. pencil paper || This strategy engages students by allowing them to interact in an oral discussion with another student and with a larger group. Students are also given the opportunity to take on the active role of an expert as they share their knowledge of a certain topic. ||
 * **Name of assessment strategy** || **Description of assessment strategy/Materials** || **Justification explaining how each assessment strategy promotes active engagement** ||
 * **Think-pair-share** || **Description/Application procedures:**
 * List of materials needed:**
 * **3-2-1 Review Strategy** || **Description/Application procedures:** Students consider what they have learned by responding to the following prompts at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) question they have. The prompt stimulates student reflection on the lesson and helps to process the learning.

paper pencil || Students are allowed to demonstrate their knowledge of a given topic. They are also given the opportunity to expand their knowledge and understanding by asking a question. ||
 * List of materials needed:**
 * **Graffiti Wall**

**Vocabulary:**

**Math:**

**Science:**

**Reading:**

**Social Studies:** || **Description/Application procedures:** The teacher will cover the wall with large poster paper. He or she will then provide the students with colorful markers. The students will be given the directions to design a “Graffiti Wall” of ideas they know about a specific topic of study. The students may choose to draw creative words, images, etc. on a given subject. Students are encouraged to add to other students' graffiti to expand or elaborate further. large poster paper colorful markers || A “graffiti wall” is a colorful way for students to display what they have learned. Students are allowed to move around the classroom while creating their wall. This activity provides a unique and fun opportunity for students to write on the walls of the classroom. Students are allowed to share their ideas in a variety of ways that are appealing to them. They are able to learn from one another as they share their “graffiti wall”. ||
 * List of materials needed:**
 * **Agreement Circles** || **Description/Application procedures:** Students stand in a large circle as the teacher reads a statement. The students who agree with the statement step to the center of the circle. Those who disagree remain standing on the outside of the circle. Those in the inner circle face their peers still standing around the outside circle and then divide themselves into small groups of students who agree and disagree. The small groups then engage in discussion to defend their thinking. This is repeated with several rounds of statements relating to the same topic, each time with students starting with standing around the large circle.

Students are matched according to the proportion of agreement to disagreement indicated and given a few minutes to defend their ideas. The teacher calls time and the students return to the circle for another round.

No materials needed || This particular strategy provides a kinesthetic way to activate thinking. It reinforces critical thinking by requiring students to discuss and defend their ideas. It also allows students to practice oral language and listening skills. || -paper plates, index cards, whiteboard, or large sheets of paper (teacher's choice) -writing utensil (preferably a marker in order allow the teacher to better view each student's answer) || Students are given an alternative way to answer questions other than the traditional pencil and paper assessments. Students are actively involved as they lift their paper plates, etc. for the teacher to view their responses. The teacher is not the only person allowed to view the responses. Therefore, this assessment reinforces right answers by having others “see” the correct response. || The teacher will choose a selected-response assessment that includes an explanation and label the four corners of the classroom with the letter or name that matches the response. (Example: Multiple choice question) Students are asked to think through their responses, commit to an answer, and write their explanations or choices. Students then go to the corner of the room which matches the response they selected. Students are then allowed to discuss and share their thinking with other students who selected the same response (usually 5 to 10 minutes). As students listen to and consider the argument of other groups, they may move to a different corner when they give up their idea in favor of a new one. The challenge is to try to get all students over to one corner (ideally, the one that represents the correct response). paper pencil marker tape || This strategy provides a kinesthetic opportunity for students to make their ideas public by meeting in the corner with students who have similar ideas. Students are allowed to engage in conversations which require them to critically think as they justify their thoughts to one another. || This strategy allows students to tap into deeper levels of thinking and leads to more enduring levels of a concept. paper pencil || This strategy is a fun way to draw out students' knowledge beyond the simple recall level. Students enjoy the backwards approach of this strategy. This assessment requires students to justify their answers. This strategy can be done to assess students individually or as a whole group. When completed in a group, cooperative learning is incorporated. || Entrance/Exit ticket paper pencil || Provides an alternative way for students to answer questions rather than traditional paper and pencil assessment. Students enjoy the idea of being required to provide a ticket in order to “exit” or “enter” the classroom. || students vote on what they think is best. paper pencil || Students enjoy the process of voting for what they think is the best answer or solution. Voting allows students to have a sense of power. || Direct everyone to stand up and raise their hands. Instruct students to find someone to High Five! In the new partner groups, partner A shares something from his or her “Give One” column. If Partner B doesn’t have it on his/her list, he/she records the idea in the “Get One” column. Then Partner B offers an item from his/her “Give One” column and Partner A records it in his/her “Get One” column. Partners split up, raise their hands, and look for another partner to High Five. The process repeats itself until the teacher calls time. Each student has a list of ideas and/or important information for reference. paper pencil || This particular strategy provides a kinesthetic way for students to learn. They are actively engaged as they move around the room while sharing and receiving information from one another. Students practice reciprocal teaching as they take on the role of the teacher when sharing information with other students. This form of assessment gives students the opportunity to be an “expert” on a particular topic as well as learn from one another. It requires students to evaluate the importance of their thinking as they write down the important facts they wish to remember. Students are also practicing listening and learning skills as they share important information with one another. ||
 * List of materials needed:**
 * **Quick Class Check** || **Description/Application procedures:** Upon entering the room, students are given either paper plates, index cards, whiteboards, or large sheets of paper. The teacher will ask various questions on a given topic. He or she will then give each student an adequate amount of time to provide their response on the paper plate, etc. Upon receiving a signal from the teacher, all students will hold up their plate in order for the teacher to see who or how many correctly answered the question. Discussions may arise in order to elaborate on each answer. Students are able to receive immediate feedback for their answers. If necessary, they are allowed to correct any mistakes.
 * List of materials needed:**
 * **Four Corners** || **Description/Application procedures:**
 * List of materials needed:**
 * **Fact-First Questioning** || **Description/Application procedures:** This strategy turns a question into a fact-first question. It takes a factual “what is” question and turns it into a deeper “how” or “why” question by stating the fact first and allowing the students to elaborate. For example, instead of showing the students a picture of a triangle and asking them to identify what type of triangle it is, the question is turned around to ask, “this is an example of an isosceles triangle.” “Why is this called an isosceles triangle?”
 * List of materials needed:**
 * **Entrance and Exit Tickets** || **Description/Application procedures:** Teacher asks students a specific question about the lesson. Students then respond on the ticket and gives to teacher, either on their way out or on their way in the next day. The teacher can then evaluate the need to re-teach or questions that need to be answered.
 * List of materials needed:**
 * **Class Vote** || **Description/Application procedures:** Present several possible answers or solutions to a question or problem and have
 * List of materials needed:**
 * **High Five!** **Get One! Give One!** || **Description/Application procedures:**
 * Have students individually fold a piece of paper into two columns and label the columns:**
 * Give one**
 * Get One**
 * Pair students up**
 * Ask the pairs to list important things they wish to remember about a topic or the ideas they brainstorm in the “Give One” column.**
 * List of materials needed:**
 * __Assessment strategy that was implemented in class - “Quick Class Check”__**


 * __Directions:__** Upon entering the room, students are given either paper plates, index cards, whiteboards, or large sheets of paper. The teacher will ask various questions on a given topic. He or she will then give each student an adequate amount of time to provide their response on the paper plate, etc. Upon receiving a signal from the teacher, all students will hold up their plate in order for the teacher to see who or how many correctly answered the question. Discussions may arise in order to elaborate on each answer. Students are able to receive immediate feedback for their answers. If necessary, they are allowed to correct any mistakes.

1. Who are the two theorists who are associated with the engagement theory? Kearsley and Schneiderman 2. Who developed the radical change theory? Eliza Dresang 3. What is known as the process through which teachers enhance learning by matching student characteristics to instruction and assessment? Differentiated Instruction 4. What is Task 1 of EdTPA? Planning 5. What is Task 3 of EdTPA? Assessment 6. Who is associated with the Theory of Multiple Intelligences? Howard Gardner 7. Who is associated with classical conditioning? Pavlov 8. Who is associated with operant conditioning? Skinner 9. In academic vocabulary, what are basic or high frequency words? Tier I 10. In academic vocabulary, what are subject/domain specific words? Tier III 11. Who contributed scaffolding to education? Bruner 12. Who is associated with the stages of moral development? Kohlberg 13. Who is associated with the Zone of Proximal development? Vygotsky 14. Who is associated with the Hierarchy of Needs? Maslow 15. In which theory do children “construct” their understanding of the world through their active involvements and interactions? Cognitive Theory
 * __Questions asked during “Quick Class Check” assessment strategy__**
 * __Reflection of the success or lack thereof of the strategy:__**

Overall, I found my assessment strategy, Quick Class Check, to have been a success. I felt that the class was engaged as they were given an alternative option to answering questions rather than the traditional use of paper and pencil. I think they enjoyed being able to write on the Smart Pals and then display their work for me to view. Most all of the students appeared confident in their work and were obtaining the correct answers. I was impressed at how quickly they were answering and raising their tablets. In the future, I would like to be able to divide my students into equal teams and have them compete to see which team can answer the questions first. This would better utilize the natural competition that arose as the class used these boards. There are a lot of uses for this assessment in many content areas. I could see where it would be beneficial in math. For example, grid paper could be placed into students' Smart Pals in order to allow them to practice coordinate graphing. Smart Pals could also be used in Geography. By placing maps into the Smart Pals and having students to circle various locations, the teacher could quickly and easily assess the class. There are endless possibilities for assessments using these Smart Pals. They are easy, convenient, and perfectly sized. When using the Smart Pals again, I would like to have the paper already inside the folders rather than having the students provide their own paper. This would save a lot of time that could be better utilized for assessment. Smart Pals are great in my opinion and I look forward to using them again in the future!

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