• teach a friend: students will write a 1 page essay on how to play volleyball. They will write about the skills and how to preform them.

• learning logs: students will write 2 things they learned about volleyball, 2 things they already knew, and 2 things we had more time to practice.

3 Formative

• one minute essay on all the things they know about volleyball (beginning of unit)

• three facts and a fib about volleyball (end of unit)

• exit ticket: one thing they thought was fun in class that day and one skill they need to improve on

• Ellynne Honnens

• Drawings - practice drawings that will later go into a portfolio to demonstrate their progress and current knowledge of shading

• Three things - Students will write 3 things they have learned so far about shading

• Self assessments - students will self assess on how confident they feel with shading and what they are struggling with

Pre-assessment

• Demonstration - students will demonstrate shading to the best of their current knowledge before the unit begins. This piece will go into their portfolio

1. Exit cards ( students are able to provide me a short/small answer of what they understood in class.)

2. one sentence summaries (students are able to provide me a short summary in their words how they understood what we learned.)

3. four corners ( students will be able to provide their answers by going into the corner they agree with, this helps with students being confident in their answers especially if other classmates also agree with each other. )

   Pre- assessment

   1. individual white boards( students are able to jot down their answers individually, and i’m able to walk around/ “flip white bored so i can see” without cold calling.)

      Reyna Aguirre

formative assesments-

observations. be paying attention when students are making their drawings, make notes of their progress and what they saw. where might this student might need help? where did they succeed?

peer assesment/ review. this can work as a sort of critique! students can look at what their peers did, and make notes of what went well and where theor peers can improve. in doing this, they demonstrate their knowledge while also sharing it with others.

thumbs up/ thumbs down. see how students feel about the current assignment. do we understand or do we need more time? do we like it or not like it? this can lead into discussion on why they are feeling the way they are.

pre assessment-

anecdotal records. see students' previous work and notes, understand what level they are starting at. have students discuss their experiences with sketching and gridding, understand how much they already know and how much they still need to learn.

Elena Koske

Formative assessment

1. Turn and Talk

   Have students turn and talk about their thoughts on the chapter.

2. Questioning

   Ask the students what happened during the book, and quiz them on their knowledge about important parts of the book.

3. Individual Whiteboards

   Have students answer multiple-choice questions that I create about the chapter by writing down the number they think is right on the whiteboard and holding it up for me to check (class activity).

   Pre-Assessment

   Discuss the chapter: summarize the chapter and its important parts, and lead a conversation with students