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Press question mark to see available shortcut keys

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After another student reviewed their work with the success criteria, they were able to discuss what was missing or there. After discussing, the student went in an added what was missing to show that they have the correct ordered pairs.

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Students will work on a task as an individual or a group. They will use the sucess critria from the standard that they helped create. During the initial working time, I am going around asking them questions are telling certain people to go talk to others who they might help or could help them. Afterwards, they partner up and give feedback based on the criteria (with an explanation). The students then get the opportunity to discuss and defend their work or make changes.

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Press question mark to see available shortcut keys

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Press question mark to see available shortcut keys

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Press question mark to see available shortcut keys

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Utilize standards-based rubrics and student-friendly checklists to analyze exemplars, peer work, and themselves while applying feedback to their own work.

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Press question mark to see available shortcut keys

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Real world problems are created by following the Proficiency Level Descriptors and Example Items on the ILearn Item Specification

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Student Task Using Standard Based Checklist and Feedback

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Student Task Using Standard Based Checklist and Feedback

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Images coming soon...

Students will work on a task as an individual or a group. They will use the sucess critria from the standard that they helped create. During the initial working time, I am going around asking them questions are telling certain people to go talk to others who they might help or could help them. Afterwards, they partner up and give feedback based on the criteria (with an explanation). They students then get the opportunity to discuss and defend their work or make changes.

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After lesson on Adding and Subtracting fractions with unlike denominators, students in groups solved problems to complete a slime recipe. Groups reflected and shared their work on a problem with the class. Students completed an exit ticket.

Immediate corrective feedback

-asking questions to check for understanding

-as teacher checked their work, students got a yellow (dot) or blue (checkmark)

sticky note

ILearn Quality Task

-real world context

-students were required to demonstrate understanding of the procedural skill, but also explain it

-problem as exit ticket on yellow/blue sticky note (usually a real world problem or error analysis problem that calls for explanation)

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TEMPLATE TO CREATE STUDENT-DEVELOPED SUCCESS CRITERIA

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TEMPLATE TO CREATE STUDENT-DEVELOPED SUCCESS CRITERIA

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TEMPLATE TO HELP IDENTIFY ILEARN QUALITY RESOURCES

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TEMPLATE TO HELP IDENTIFY ILEARN QUALITY RESOURCES

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Consensus Charts and Quick Response Cards

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Consensus Charts and Quick Response Cards

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Use of cards to quickly scan the classroom with focus on agree/disagree after asking a specific preplanned question based on the learning target/standard. This allows a quick scan of the room to see who is understanding, not understanding, or needs help. I often use this with a dry erase marker where each student circles their answer, then flips it. I can quickly walk the room and find students who need help. This prevents students from voting based on looking at their peers' answers.

Use of consensus charts (using the individual squares) to respond to a question I have written ahead of time in the center based on the learning/target standard. Students must think (diamond strategy) on their own and respond in their own designated space. I am able to walk around the room and see students writing in the moment. From this, I can regroup or distribute students who have a good understanding to other groups to help reteach. This step also leads to students sharing their response written with their group next, which lends me to listen in to explanations that each individual shares with the group following their individual think/write time.

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Immediate Feedback during instruction using Midlesson Checks and Spot and Dot.

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By: Robert J. Marzano, Christopher W. Dodson, Julia A. Simms, Jacob P. Wipf

Based on the latest assessment research, this book provides a practical and ethical approach to deepening students' knowledge and ethically preparing them to demonstrate that knowledge on large-scale standardized tests.

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Prepare students for large-scale standardized tests with ethical assessment and instruction

Large-scale assessment and standardized testing have the power to either open or close future doors for your students. Based on the latest research, this book by Robert J. Marzano, Christopher W. Dodson, Julia A. Simms, and Jacob P. Wipf clearly articulates the ethical challenges teachers face in preparing students for these tests and what can be done to ensure effective test preparation. You'll review a first-of-its-kind study of over 8,000 assessment items and receive specific recommendations for ELA, mathematics, and science.

Use this book to effectively prepare students while upholding ethics in assessment in education:

Understand the role and profound impact large-scale assessment and high-stakes testing have in students' lives.

Study an analysis of 8,804 items from state, national, and international standardized tests.

Examine recommendations for item creation in ELA, mathematics, and science based on the analysis findings and ethical testing principles.

Provide students with instruction and formative assessment designed to aid them in answering the types of items most likely to appear on large-scale assessments.

Receive tools and templates to create formative and summative assessments to measure students' knowledge.

Discover a process to create a school- and districtwide approach to help students understand item formats.

Related Topics
Assessment

"Marzano et al. align ethics with standardized testing practices to discuss ways educators can become critically conscious of the complexities and nuances involved in preparing and administrating large-scale standardized tests. This is a timely read for all educators and school administrators to help mitigate inequality of opportunity often perpetuated through the use of standardized tests!"

Dr. Ardavan Eizadirad, Assistant Professor of Education, Wilfrid Laurier University; Author, Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO

"Finally! A resource that not only guides educators in understanding the structure and nature of large-scale assessments but also provides much-needed guidance regarding how to create assessments that are aligned to the types of questions students will encounter on large-scale assessments. The study included in the book is fascinating and provides useful information to guide this work."

Jeanne M. Spiller, Assistant Superintendent of Teaching and Learning, Kildeer Countryside School District 96, Illinois

"This book is a must for educators looking for an impressive dissection of large- and small-scale assessments to aid in their creation of unbiased assessments."

Anthony R. Reibel, Assistant Principal for Teaching and Learning, Adlai E. Stevenson High School, Lincolnshire, Illinois

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Ethical Test Preparation in the Classroom

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Large-scale assessment and standardized testing have the power to either open or close future doors for your students. Based on the latest research, this book by Robert J. Marzano, Christopher W. Dodson, Julia A. Simms, and Jacob P. Wipf clearly articulates the ethical challenges teachers face in preparing students for these tests and what can be done to ensure effective test preparation.