Conversation: Talk to students and ask questions to see if they can explain what they’ve learned.

Product: Check students’ work, like tests or projects, to see how well they can apply what they've learned.

• visual display (project-based learning) in geography

• word problems in math for each student to individually complete to evaluate each aspect of triangulation

• Gamified learning, like Kahoot or Quizizz, to see in real-time what they understand and don't, then discuss it afterwards

• Unit tests

• Journals, exit tickets, and written reports

For example, having a checklist with success criteria and observing student conversations during group work in order to gauge their understanding could be a way to utilize observation for assessment.

For Conversations, having one-on-one conversations with students could be a means to do this.

For products, having a unit test, quiz, or other similar work could be a means as well.

Observations:  Activity – Students use play money to "buy" classroom items, selecting the correct amounts and making simple change. Observing if students can correctly identify, compare, and count money while demonstrating problem-solving skills and practical application of money concepts.

Conversations: Student-Teacher Money Conference – One-on-one or small group discussion where students explain how they identify and compare coins and bills, using key vocabulary (e.g., “a quarter is worth more than a dime”). Assess students’ understanding with vocabulary, reasoning and values.

Products: Money Sorting & Matching Worksheet – Students complete a worksheet where they match coins/bills to their values, compare amounts, and create different money combinations. This would show evidence of student learning, allowing assessment of accuracy, understanding, and ability to represent money in different ways.

I would also use an assessment rubric that is aligned with the success criteria to evaluate students fairly.

Conversations – Think-pair-share

or group discussions to gauge comprehension of Forces acting on Structures

Student Products – Have students create a structure like a bridge

• monitoring how seriously the students take their classroom jobs (responsibilities)

Conversation:

• students share their lived experience with significant events that have happened (ex: I am a big sister)

Product:

• Timeline: students will make a timeline of significant events in their lives, their roles and responsibilities within that event