Wathall CH6 by Alexander Reinhardt

Assessment Strategies:

amreinha — 2025-04-07 03:54:13 UTC

Inquiry Based Assessment

amreinha — 2025-04-07 04:01:05 UTC

Instead of regular style assessments, the plan is to prompt students with conceptual understanding questions that can be categorized into three ways:

1) At the beginning of the unit as a diagnostic tool, to seek prior knowledge.

2) During a unit of work as formative assessment, to inform about student understanding, progress, and the focus of instruction for improvement.

3) At the end as a summative tool, to assess student understanding and achievement.

Open inquiry tasks and Open ended questions

amreinha — 2025-04-07 04:06:32 UTC

In this part of the inquiry based assessment, students choose their own path when it comes to showing their knowledge learned through open ended questions provided from you as the teacher. The questions have five criteria’s around them being: communication, mathematical presentation, personal engagement, reflection, and use of mathematics. The idea behind this area of mathematics and assessments, is students can follow and learn about different types of mathematics maybe not covered in a regular direct instruction class.

Visible Thinking Routines

amreinha — 2025-04-07 04:10:58 UTC

Students can use different visible thinking concepts related under the format of inquiry based learning where the questions make students think more about the concept or what t might be missing. For example, one of the ones we have used is the “two stars, and a wish” where students can go over what they liked about something and what they wished to see. We have used this in the past for our experiences with peer reviewing but it can be used in multiple different ways.

Performance Assessment Tasks

amreinha — 2025-04-07 04:15:28 UTC

Performance assessment tasks assess both process and product and involve students constructing various products with an audience in mind. Quality performance assessment tasks engage student intellectual and develop conceptual understanding in a real-world context. Get can be a single lesson or a series of lessons.

RAFTS Model

amreinha — 2025-04-07 04:22:21 UTC

A commonly used tool is RAFTS. This tool is used to design projects and assignments and was originally formulated to help students understand language and literature from novels but can be applied across disciplines to any performance task design:

Role: Th role of the student during the project.

Audience: Who is the project for? Who will look/read the project.

Format: Different modes such as newspaper article, design proposal, brochure, or documentary.

Topic: What is it about?

Strong: Verbs and adjectives to provoke interest.

The Frayer Model

amreinha — 2025-04-07 04:26:18 UTC

A widely used graphic organizer that requires learners to understand not only definitions but also more complex key concepts. Any concept may be analyzed according to certain attributes or facets. Facts of any concept are drawn from students by asking questions like:

“What is the definition of….”

“List the characteristics of…“

“What are some examples of…”

“What are some non-examples of…”

Concept Attainment Cards

amreinha — 2025-04-07 04:29:17 UTC

This is a outline version of the Frayer Model that focuses on the examples and non-examples part of the Frayer model.

Agree, Disagree, and Depends

amreinha — 2025-04-07 04:40:36 UTC

A kinesthetic activity that you can do in the room and have the different words posted around the room where students discuss whether they agree, disagree, or depends on a statement given related to mathematics.

Self Assessment

amreinha — 2025-04-07 04:57:45 UTC

Self assessments can be used to help students reflect on the content learned during the lesson and also reflect on if they understood all the content.

Zero, one, two, three

amreinha — 2025-04-07 05:09:42 UTC

Some students are inhibited about expressing their understanding in front of

the class. A more discreet strategy I use is zero, one, two, or three. During a lesson,

students write in their books either zero, one, two, or three (or this could be how

many fingers up in front of the chest) to indicate their level of understanding.

0 = didn’t understand

1 = understood a bit

2 = understood most

3 = completely understood

D.I.R.T. Model

amreinha — 2025-04-07 05:12:33 UTC

Dedicated Improvement and Reflection Time (also known as D.I.R.T.) and encourages students to process and reflect on feedback from the teacher and on their own

learning (Beere, 2013). Students understand the purpose of feedback given to

them if they have been given opportunities to reflect and respond. Rather than students spending more time on repetition as a way to improve the new skills learned, students are inclined more through D.I.R.T. to actually understand it better and really look back on if they got it or not the first time.

D.I.R.T. Model Example From Book

amreinha — 2025-04-07 05:14:07 UTC

Assessing the Developing Trans-disciplinary Skills

amreinha — 2025-04-07 05:28:51 UTC

Focusing on the areas of Meta cognitive Skills, Cognitive Skills, and Affective Skills is crucially important for a students learning. If students are not able to develop these skills better they struggle when it comes to different assessments and new lessons in general. If we want to increase students learning in these areas we must have some type of guideline to identify what we should be looking for there are 5 stages we should follow which are:

The approaches to teaching are as follows:

1. Use of inquiry

2. Emphasis on conceptual understanding

3. Developed in local and global contexts

4. A focus on collaboration

5. Allows for differentiation

6. Informed by summative and formative assessment

Model Example From Lance King

amreinha — 2025-04-07 05:30:52 UTC

This is the example of how we can develop trans-disciplinary skills with a learning skills proficiency lists that outlines where students fall depending on area of trans-disciplinary skill focused on.

Visible Thinking Example: Stop, look, listen

amreinha — 2025-04-07 05:35:36 UTC

This is an example of a visible thinking strategy I would use in my classroom presented through Harvard University's Education field. On the page, there is a guide on how to do it in which you can download and depending on what grade it tells you how much you should be involved as the teacher and the time limit for it. I HIGHLY recommend this strategy for anyone wanting to try a different assessment style.

Example: North Vancouver School District

amreinha — 2025-04-07 05:41:06 UTC

In this example, I wanted to highlight what I would say is something I would use to represent how I would develop core skills in the classroom. I would follow a similar list (presented similar to this with a difference in curriculum) where there are a primary and intermediate category that follows different lesson we are going through.

Link to source of example : https://nvsd44curriculumhub.ca/wp-content/uploads/2017/08/Integrating-Core-Competencies-Classroom.pdf