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I see a wide variety of stimuli that are assessed in a variety of ways and with a variety of process skills. I think that writing dual coded questions is difficult, but is ultimately a much better assessment of student's knowledge and skills. Next steps that I would take would be to first look at what I want to assess, how I want to assess it and then what stimuli and questions would best serve those goals. (submitted by Michelle Holt)

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I see that writing these types of questions takes time and practice.   But, I also see all of the benefits for me as a teacher and for students as we prepare for STAAR and just to think critically.  I think that I have more of an understanding of how to incorporate these process skills into questions that i have already written for tests just by tweaking them some to make them more rigorous.  My next steps are to begin writing these types of questions for each unit and incorporating them into daily class, so that students also have practice with these types of questions.
Stacy Young

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What do I see? What do I think about what I see? What next steps might I take?I see I need to create a variety of process skills to create an assessment for my students.  I think it is important to work in your PLC to work on writing EOC type questions.  It will help out the assessments created by the team.  My next step is to create warm-ups that have these process skills in them so students can get more practice with these type of questioning in their assessments.

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What do I see? What do I think about what I see? What next steps might I take?I see I need to create a variety of process skills to create an assessment for my students.  I think it is important to work in your PLC to work on writing EOC type questions.  It will help out the assessments created by the team.  My next step is to create warm-ups that have these process skills in them so students can get more practice with these type of questioning in their assessments.

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I see that a good variation of process skills will create a well-round assessment that analyzes students' knowledge in multiple ways. I think that it seems quite effective and encourages students to stay engaged and active in what they're reading and digesting rather than tuning out. The next steps I need to take is combing back through my TEKS and making sure I have questions that relate to them, and then re-format the questions to address a specific process skill with effective distractor answer choices.

Kaitlyn Wilson

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I see that it's important to consider the various process skills when writing assessments. It's also a good idea to collaborate when writing assessments or EOC type questions. I think exposure to STAAR related test questions is important throughout the semester so they are less overwhelmed when it comes to answering these type questions and it will prepare them for their future studies. I think using a question/discussion of a rigorous type would be a good warm-up to do a few times a week every semester.

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I see the importance of collaboration in building meaningful assessments that most efficiently prepare kids for the STAAR test (i.e. dual coded questions). I think that while I am helping my students already by using STAAR released questions, understanding the components of rigorous questions will let me take the next step, namely constructing my own questions to increase the variety of questions my students encounter.

Grady Suggs

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I see that creating my own test questions would take much time and focus. I think we should get together as TX History teachers and collaborate on question writing. I will discuss question writing with my other Tx History teacher and Angela King.

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Well, what I see is that creating a meaningful assessment takes effort (as one would expect it to). I think that it's important for teachers to collaborate on meaningful assessments because it would be almost impossible to find the time to do this without any help. And I would like to start by making one to two quality, meaningful assessment per semester so that the work is spread out but still gets accomplished. Maybe a schedule is in order...

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I see a great variety of different type of questions. These examples are really assisting me in creating my 5 questions to complete this online course. These questions will also be an invaluable resource in helping create future test questions. The examples of each type of questions are very helpful. I never gave test writing much thought before this course. I have focused almost entirely on the content TEKS. I believe I can use these type of questions as quick bell ringers, possible exit tickets and of course enhancing my own written exams.

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We use a lot of thinking maps in our classroom so those are typically seen on my assessments as well. I didn't notice specific thinking maps (double-bubble, tree maps, etc.) being used. There are graphic organizers and the occasional flow map in addition to text boxes. One thing I will do is begin modeling these types of graphic organizers in our warm-ups, exit tickets, and learning tasks to help students become more familiar with them.

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I think that students need to become more comfortable seeing questions formatted this way. This can be done during warm-ups, exit tickets, or during other learning tasks.

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The questions are formatted to help identify the process skills in a lot of cases (arrows for sequencing for example).

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Mallory Sibley
The next step I might take is to incorporate these style of questions during lecture, as a ticket out the door or other times than just a unit test.
One thing I might try is to talk to students about this process and have them create questions.

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Phillip Valiga

The next steps - I will continue to pull out these type of questions during the post-test breakdown and assist with students seeing the structure of the question and how some pieces of knowledge may help answer certain questions.  One thing to try is to have students take the reins and explain more of these type of questions in a jigsaw activity or equivalent.

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Phillip Valiga

What I think about what I see is that students need more guidance to process and comb through these questions. Giving them only practice is not enough; they need additional tools to be successful. And that is also my "it seems important that" students need tools to process these questions, not just the accurate historical information to answer them.

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Phillip Valiga

I noticed that the generalization questions that list descriptions allow a student to connect one of the descriptions to the correct answer.  I see that most of these questions have a variety of the skills.  There are most of the skills represented in each powerpoint.

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Monique Garza
I noticed the prediction type questions as well as how the process skills are broken down and what they look like on a test. My ELL and PreAp struggle with this. I think it is important for me to us more of these and point out that they will need to make a prediction based on evidence they see. I will start doing this more in class. I need to also make sure I am talking about how they process information with them. I believe it could help them.

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Delia Williams
I notice that the cause/effect and compare/contrast questions are straight forward for the students to recognize the processing skill they use. However, the categorizing is not. They are categorizing a lot more than they know. It seems important that I show them not only the different types of processing skills, but also how they are used in the questions.
One thing to try is to have the students analyze their last test. We review the processing skills and identify the type of questions.

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Sentence stems to use when making your 3 posts.

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Sentence stems to use when making your 3 posts.

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What do I see?  I notice that.. I can count..I see.. There is...
What do I think about what I see?  I think... It seems important that...
What next steps might I take? One thing to try is..It is important to..I will