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In my CM's class structure, we mainly have done assessment in the form of individual or group projects, and in reflection paragraphs. This is an example rubric from the final unit project for the Unit 2 Origins in Africa project.

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Some big, end of unit assessments: presentation, interview + reflection paragraph, argumentative paragraph

Daily assessments: exit tickets, brief writing responses, graphic organizers. I included an example exit ticket above!

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As I move towards fully taking over, I would like to give the students more opportunities to submit writing samples so that they can practice historical analysis skills, and so that I can have more concrete examples of seeing student's thinking.

I think students need more opportunities to demonstrate what they have learned.

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I look at most of my student's work, so I'll evaluate notes that are turned in, worksheets, and essays. We've only had one formal assessment, which I've attached.

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I want to incorporate more forms of assessment (rn we only use writing tasks or verbal responses/presentation), but idk how valuable it is to use other forms. For example, Andy mentioned podcasts. Is the time teaching kids how to do make a podcast from scratch in line with what I should be doing in a history class?

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She did various forms of assessment, such as presentations and essays. Here is an example of the rubric.

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I have been mainly grading for completion, instead of content. I would like to transition away from this but am worried that some of my students' grades will drop, which is vaguely embarrassing to admit- that my students do not know all the content that they need to.

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My last assessment was for students to create a memorial for enslavement. They created some kind of artwork and then completed an analytical paragraph.

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i have GIVEN many assessments... whether i have graded them is another question

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i have GIVEN many assessments... whether i have graded them is another question

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https://docs.google.com/document/d/13_5aoFiGixweY_PcZeG1CjiubSCtsQhiUfM98g4GM1Q/edit?usp=sharing

In my APUSH class, I made this project for my students in order to assess some presentation skills, note taking skills, their sourcing, and their understanding of the Market Revolution. The goal of students not presenting was to show students that they can learn from their peers! The rubric is built into classroom and the note-taking chart is separate. This is a way we sometimes evaluate students mid-way through a unit. Looking for connections etc.

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Students are in a group project with scaffolded slides with speaker notes which give specifics to students. sorry for horrible formatting. Kids receive group and individual grades.

We don't have any tests or homework so mostly learning is assessed through group projects and graphic organizers

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Race Riots in America 1917-1923 directions and rubric.doc

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The types of assessment my CM and I have done this year include having students screenshot notes; submitting checkpoints on canvas; end of unit projects (presentation; video PSA; writing prompt etc). we always give students the rubric in advance and for a few of the projects we have had student submit a self assessment first using the rubric before we go in and give them their final grades.

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Many assignments that my student's complete are done in a group or individually but over a series of days. Is there a way I can create individual assessments such as in class essays but without making it seem overly stressful to my students like a typical exam usually is?

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I've given a mix of formal and informal assessments. Students have taken quizzes and tests in my class. They've also had to defend a position at one of four corners in the room (with agree or disagree statements - posted above). During class, I will also ask questions to check for understanding. If students learned about a concept that comes up in another lesson, I will ask, "So who remembers what [blank] is about?"

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I have been able to see a couple different ways of assessments, from projects to exams. This is an example from 6th grade unit where we had them analyze "Something Inside So Strong" by Labi Siffre at the end of the South Africa Apartheid Unit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Our only tangible form of assessment is paragraph/essay writing.

But we're constantly asking kids to respond to questions verbally to check for understanding.

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Other projects and written elements that I have created for students to be assessed on earlier in the year were not as fair because I did not provide enough scaffolding and explicit guidelines outlining my expectations. By now, I have given feedback and done a lot of one on one work on top of scaffolding and modeling success in the classroom. Thus, yes, I would say I am currently giving fair assessments.

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We have completed two units so far, and we have assessed each one by using end of unit projects. This is a requirement of the IB program the school participates in and folds into a portfolio of student work. Here are two examples of projects we have done:

1. Innovation Posters (Attached)

2. Travel Brochures

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I am not sure how much enduring learning is really being assessed

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I hate grades and attaching numbers to learning.

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I'm struggling with how to do independent assessment, since a lot of what they do is aided, so formal assessment is the only way so far to see a student's independent thoughts/can they do a skill on their own. However, I don't want those assessments to stressful for students, but I don't have an alternative at the moment.

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Are there tangible methods to data collect and track student performance?

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One of the main hurdles I have encountered is that many of my students are accustomed to getting by with sentence fragments in other classes--I feel like I am often pulling teeth to get more than 2-3 sentences. I feel like i am always dinging for incomplete sentences

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We do all of our assessments through canvas submissions - do nows, checkpoints, projects, and everything have all been online submissions that students turn in through canvas. I want to think of ways to assess student understanding outside of just virtual submissions. I also think that the assessments we do for group work are not always fair, it is just based on our observation of how students are using in class time to work as groups but we aren't able to be present all the time and it feels like we could easily mis-read a situation

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I am assessing my student's understanding at all times. When I engage them in discussions, I ask them to complete a do now or exit ticket, when they share their guesses to a historical question. I assess them in these moments and take notes on them because it helps me adapt my lessons and objectives.

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CM assessment is 10 question MC quizzes and/or MEAL paragraphs. Always a review day beforehand and we try to scaffold studying skills, so I think it is fair. Current quiz questions are more content-based but I'd like to assess more historical thinking skills as well, which I think necessitates writing too

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I do not feel good about her assessment methods. First, there is not scaffolding in our class that help students build muscles for the final product. Students do not have public speaking class at Palumbo, but they need to do presentation at the end. She gave requirements without providing support and practice. Second, her assessment is not inclusive and accessible, since there was only one method for each assignment.

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Should you incentivize all assessment via grades?

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I try to grade at least 3 pieces of student work per week.

-One is always participation, which I assess using a clipboard with a copy of my seating chart. Everyday, I put a check mark next to students' names when I see them on task. If they get 4 checks by the end of the week, they get a 100%.

-Another grade is always their Do Nows. Each student has a Do Now organizer for the week, which we keep in the room and they use to respond to the question each day. It is typically a fairly easy question related to what we are learning, so if they have it completed with full sentences, they get a 100%

-Finally, I typically grade one of their handouts and class activities. These vary depending on the topic we are covering.

-I have only done a few tests, which students tend to struggle with. I did one on the Chromebooks, which included questions that they could fill out while watching a video. They seemed to do better with this assessment, so I am planning to use this method more frequently in the future.

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Should we only be assessing social studies skills? My admin have implied/said that my job is to support the English teacher. Should I therefore be assessing English class skills?

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How do I create assessments that can both track if they attained the learning goals while also being meaningful for my students?

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I want to incorporate more informal (but intentional) forms of assessment into my class. Sometimes I find myself focusing too much on preparing students for their next test (since it is an AP class with an exam at the end of the year). I'd like to implement critical thinking questions within discussions that prompt deeper reflections on content.

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How can I incorporate where students are skill wise into my lesson planning (ie - students need X skill for the next part of an activity, but still aren't there after scaffolding)

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I think we have done a bunch of different forms of assessing student learning. We have done quizzes, both online and paper, group projects, individual projects, smaller and bigger writting assignments. We also do lots of fill in the blank type worksheets.

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What are some ways to differentiate assessments for students with different needs? How do you handle assessment for students who put so much weight on their grades that it becomes a mental health trigger for them

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Balance between good assessment and not stressing out by grading and commenting 100+ students' work.

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How do you design assessments that are meaningful and feasible in very trauma-informed school placements? There is a lot of focus on doing so, but that seems overshadowed students struggling with executive functioning skills.

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How can you build assessments in a way that honors unique thought processes and creativity while ensuring that students understand key skills/content?