Question Generating Assessment by Rebecca Gennes https://padlet.com/rlgennes/sh0415xcq02a en-us 2018-02-22 14:29:57 UTC 2026-03-06 21:16:02 UTC hello@padlet.com Sadi Schrier, Jordan Wisset, Ryan McClelland, Rebecca Gennes, Carmen Fisher Olvera rlgennes https://padlet.com/rlgennes/sh0415xcq02a/wish/234238072 2018-02-22 14:38:15 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/234238072 Description of Assessment rlgennes https://padlet.com/rlgennes/sh0415xcq02a/wish/237795315 The assessment we are using is Question Generating. In this assessment, students are asked to create questions based on a lesson or specific example. Questions students create should exceed basic knowledge. To administer this assessment, the teacher provides a content example relevant to a recent lesson. The teacher should model appropriate questions throughout the lesson, and can also provide a set of question-generating stems to help students start to form their questions. This assessment measures students’ in-depth knowledge and understanding of a topic, and can help teachers identify areas in which students may need more instruction. 


]]> 2018-03-04 14:06:11 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237795315 Description of Content rlgennes https://padlet.com/rlgennes/sh0415xcq02a/wish/237809096
  • We will define fractions as telling us how many parts of a whole we have and show an example.
  • We will clarify numerator and denominator.
    • Denominator represents the whole.
    • Numerator tell us how many part of the whole we have.
  • Define greater than, less than, and equal to (ask if they actually know what the signs are)
    • Greater than: compares two numbers when the first fraction is larger than the second one
    • Less than: compares two numbers when the first fraction is smaller than the second one
    • Equal to: the numbers have the same value
    • ]]>     2018-03-04 15:59:19 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237809096     Student Sample rlgennes https://padlet.com/rlgennes/sh0415xcq02a/wish/237820478 2018-03-04 17:19:55 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237820478 Lesson objective cf141 https://padlet.com/rlgennes/sh0415xcq02a/wish/237822934 After participating in a classroom activity on fractions, the students will demonstrate an ability to compare fractions with common numerators by writing the symbol for greater than, less than, or equal to, to show the relationship of each example.]]> 2018-03-04 17:37:31 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237822934 Reference list cf141 https://padlet.com/rlgennes/sh0415xcq02a/wish/237823149 Reference 1
    Reference 2

    Callingham, R. (2008).   Dialogue and Feedback: Assessment in the Primary Mathematics Classroom.  Australian Primary Mathematics Classroom, 13 (3), 18-21.

    Creghan, K. A., & Creghan, C. (2013).  Assessing for Achievement.  Science and Children, 53 (3), 29-35.

    Stiggins, R. (2007).  Assessment through the student's eyes.  Educational Leadership, 64 (8), 22-26]]>     2018-03-04 17:39:02 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237823149     Description of Activity cf141 https://padlet.com/rlgennes/sh0415xcq02a/wish/237823431
    The students will be given a a sheet that has three examples of fractions on them. For each problem the student will be comparing the two fractions. Underneath each fractions, there is a circle that is split into parts according to the number in the denominator. Students will then color in the number of parts in the numerator. The student will then see which circle has more of it colored. They will then write the greater than, less than, or equal to symbol in between the two fractions.]]>     2018-03-04 17:40:57 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237823431     Appropriate and Inappropriate Use of Assessment cf141 https://padlet.com/rlgennes/sh0415xcq02a/wish/237823489 This assessment could be used with ELA content.  After reading a book, chapter or other passage, students could be asked to create three comprehension questions.  These questions will demonstrate their understanding of what they have read. 
    As students learn about the steps of an experiment, they could be asked to generate questions about aspects of the process, such as hypothesis and conclusion to show they understand the terms.
    This assessment would not be appropriate for use in assessing spelling because spelling does not lend itself to discussion and questions.]]>     2018-03-04 17:41:12 UTC https://padlet.com/rlgennes/sh0415xcq02a/wish/237823489