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Thursday, December 13

  1. page Participants' Results edited ... Rachel Somers, High School Biology assessment {Rachel Somers Cell Part and Function Quiz (201…
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    Rachel Somers, High School Biology assessment {Rachel Somers Cell Part and Function Quiz (2010).doc}
    I am responding to this in regards to my biology class this year. I have been working at trying to make sure all my assessments are linked to the appropriate standards and that the tasks, products, or skills are appropriate also. The test that I am linking is for a standard on the students knowing the basic structure of a plant, animal, and bacteria cell. They are supposed to know what parts help us identify each kind of cell, and be able to identify the parts and their functions for the cell. The students did relatively well on this assessment. I did this one before we started talking about transport of materials in cells, and photosynthesis. Usually I would have tested for everything at the same time, but I am finding that smaller more frequent tests are working better for the students. This also allows me to stop and check for progress more frequently. My school allows students to reassess, and smaller more frequent is also easier to pinpoint the needs for reassessment. I am attaching a copy of the assessment to this email. Let me know if you need anything else.
    Sherryl Martin, Earth’s Changing Surface, Plate Tectonics
    Describe one of your classes where you used some new assessment ideas: I used the same assessments for all four of my seventh grade science classes, ranging from 22 to 30 students. I created them on Data Director and actually had students take the tests in our computer lab.
    Talk about what your assessments were like: The first assessment that I created wandered from topic and actually missed a target. So it was important to actually try one for my learning as well as to get students acclimated to this type of testing. Therefore, my pre and post testing were not really aligned, but they were very useful. This also prompted me to create smaller formative assessments to use as I taught.
    Tell us how students responded to the assessments: At first they were excited about the change in testing. They thought it would be more fun to test on computers. However, once started, they realized that it was still a test. Some seemed to like the test questions being straight to the target areas. They noticed that the questions were deeper but only applied to the actual subject taught. Many students said they found they needed to think more. This made me very excited as I am always looking for ways to get students to think deeper.
    Tell us what you learned about their learning and how you might adjust your instruction based on their responses: I found myself really analyzing my resources for teaching. I often found that many things included offshoots from the subject that seemed to bog me and my students down. By eliminating the extra things, I was able to include more inquiry learning and help students develop deeper understanding of subject matter. The only drawback to that is that I will be changing curriculum in the next year or so and have to start over. However, at least now I know how important that is and learned new way to develop resources and assessments with more meaning for student learning. This has saved me time and also, I believe improved my teaching.
    Improved: I am spending more time making sure that questions on assessments are aligned to target areas. I have even created some questions of my own for areas that were missing in Data Director. Learning to use Data Director for assessments was very important to me, so much so that Marlynn and I have given two separate in-service trainings on assessments in Data Director.

    Jeanine Sherman, Geometry assessment {Jeanine Sherman dd test geom unit 2 12-13.pdf}
    Describe one of your classes where you used some new assessment ideas: I used the new assessment ideas in my algebra and geometry classes. I am trying to get them both aligned to the Common Core so I was going to need to rewrite the tests anyway.
    (view changes)
    6:58 pm

Monday, December 10

  1. page Participants' Results edited ... Tell us how students responded to the assessments: Generally, the students responded positivel…
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    Tell us how students responded to the assessments: Generally, the students responded positively to the style and format. As expected, the unmotivated continued to be disenchanted and really did not care either way what type of assessment was used...it was still a quiz and it didn't matter the style. The upper and middle students appeared to appreciate the direct approach and knowing what to expect from the small assessments.
    Tell us what you learned about their learning, and how you might adjust your instruction based on their responses to the assessment: For many students, the direct approach of telling them what they are going to do, exactly doing it and then assessing exactly what you told them you would do was positive. Not certain if the unmotivated had changed their opinion but may have had an appreciation not directly showed. The success rate was greater for the middle students (on average) but similar for the top students. (they tend to do well no matter what we do as teachers...they will be successful)
    Describe anything else about the experience that you think others would like to know.
    Attach a copy of the assessment and possible some scanned student work on the assessment. attached
    If you have any questions for me or others about what you did that may not have worked, please ask them so we can respond.

    Emily Mettner, Middle School Mathematics Equations Test {Emily Mettner m.s. algebra asmt.docx}
    One of my classes that I'm using the new assignments with is a 7th grade class that has a mixture of students ranging from high level students to students that need extra assistance. My tests are a mixture of vocabulary to solving multiple choice and multiple step problems. I also have a range of different types of story problems that I use. They range from all the different aspects of Blooms when they fit the assessment. My first test, I gave on the computer, and then on paper. I now do a combination of both for all the levels of students that I teach.
    ...
    Attach a copy of the assessment and possible some scanned student work on the assessment.
    See attachment
    If you have any questions for me or others about what you did that may not have worked, please ask them so we can respond.
    Rachel Somers, High School Biology assessment {Rachel Somers Cell Part and Function Quiz (2010).doc}
    I am responding to this in regards to my biology class this year. I have been working at trying to make sure all my assessments are linked to the appropriate standards and that the tasks, products, or skills are appropriate also. The test that I am linking is for a standard on the students knowing the basic structure of a plant, animal, and bacteria cell. They are supposed to know what parts help us identify each kind of cell, and be able to identify the parts and their functions for the cell. The students did relatively well on this assessment. I did this one before we started talking about transport of materials in cells, and photosynthesis. Usually I would have tested for everything at the same time, but I am finding that smaller more frequent tests are working better for the students. This also allows me to stop and check for progress more frequently. My school allows students to reassess, and smaller more frequent is also easier to pinpoint the needs for reassessment. I am attaching a copy of the assessment to this email. Let me know if you need anything else.
    ...
    Talk about what your assessments were like: My assessments were created in data diretor and I had two - three questions per each I can statement for the standards. The assessments so far have ranged from 18 questions to 36. i use my assessments for pre and post data. We have had a school initiative to use pre and post test data for three years now.
    Tell us how students responded to the assessments: The students are used to taking pre and post tests on data director. This is the first year they are truly meaningful for my math classes. Due to the school initiative to use the quarterly data director tests, some teachers don't actually teach the stuff they are testing their students on. The tests are there for a data measure.
    ...
    them on. 0
    Describe anything else about the experience that you think others would like to know: Learning how to create tests to fit your curriculum is one of the best tools you could have. You will know when you are successful when you know how to assess what you are teaching.
    Thank you for helping me see a clearer way to lesson planning.
    (view changes)
    1:19 pm
  2. page Participants' Results edited ... Rachel Somers, High School Biology assessment {Rachel Somers Cell Part and Function Quiz (201…
    ...
    Rachel Somers, High School Biology assessment {Rachel Somers Cell Part and Function Quiz (2010).doc}
    I am responding to this in regards to my biology class this year. I have been working at trying to make sure all my assessments are linked to the appropriate standards and that the tasks, products, or skills are appropriate also. The test that I am linking is for a standard on the students knowing the basic structure of a plant, animal, and bacteria cell. They are supposed to know what parts help us identify each kind of cell, and be able to identify the parts and their functions for the cell. The students did relatively well on this assessment. I did this one before we started talking about transport of materials in cells, and photosynthesis. Usually I would have tested for everything at the same time, but I am finding that smaller more frequent tests are working better for the students. This also allows me to stop and check for progress more frequently. My school allows students to reassess, and smaller more frequent is also easier to pinpoint the needs for reassessment. I am attaching a copy of the assessment to this email. Let me know if you need anything else.
    Jeanine Sherman, Geometry Geometry assessment {Jeanine Sherman dd test geom unit 2 12-13.pdf}
    Describe one of your classes where you used some new assessment ideas: I used the new assessment ideas in my algebra and geometry classes. I am trying to get them both aligned to the Common Core so I was going to need to rewrite the tests anyway.
    Talk about what your assessments were like: My assessments were created in data diretor and I had two - three questions per each I can statement for the standards. The assessments so far have ranged from 18 questions to 36. i use my assessments for pre and post data. We have had a school initiative to use pre and post test data for three years now.
    (view changes)
    12:48 pm
  3. page Participants' Results edited ... See attachment If you have any questions for me or others about what you did that may not hav…
    ...
    See attachment
    If you have any questions for me or others about what you did that may not have worked, please ask them so we can respond.
    Rachel Somers, High High School Biology assessment {Rachel Somers Cell Part and Function Quiz (2010).doc}
    I am responding to this in regards to my biology class this year. I have been working at trying to make sure all my assessments are linked to the appropriate standards and that the tasks, products, or skills are appropriate also. The test that I am linking is for a standard on the students knowing the basic structure of a plant, animal, and bacteria cell. They are supposed to know what parts help us identify each kind of cell, and be able to identify the parts and their functions for the cell. The students did relatively well on this assessment. I did this one before we started talking about transport of materials in cells, and photosynthesis. Usually I would have tested for everything at the same time, but I am finding that smaller more frequent tests are working better for the students. This also allows me to stop and check for progress more frequently. My school allows students to reassess, and smaller more frequent is also easier to pinpoint the needs for reassessment. I am attaching a copy of the assessment to this email. Let me know if you need anything else.
    Jeanine Sherman, Geometry assessment
    Describe one of your classes where you used some new assessment ideas: I used the new assessment ideas in my algebra and geometry classes. I am trying to get them both aligned to the Common Core so I was going to need to rewrite the tests anyway.
    Talk about what your assessments were like: My assessments were created in data diretor and I had two - three questions per each I can statement for the standards. The assessments so far have ranged from 18 questions to 36. i use my assessments for pre and post data. We have had a school initiative to use pre and post test data for three years now.
    Tell us how students responded to the assessments: The students are used to taking pre and post tests on data director. This is the first year they are truly meaningful for my math classes. Due to the school initiative to use the quarterly data director tests, some teachers don't actually teach the stuff they are testing their students on. The tests are there for a data measure.
    Tell us what you learned about their learning, and how you might adjust your instruction based on their responses to the assessment: I learned quite a bit about their learning, and about my teaching. When you have meaningful test, it makes creating the lessons and teaching it much more focused and meaningful. I feel more in sync with my teaching because I am teaching to the test. I did a poor job with my first unit in Algebra. I created it before school got started and I was using a website from Kentucky with I can statements on it. I will be putting the I can statements into my own words and rearranging a few things for next year. Geometry has gone wonderfully this year. Looking at the pre and post test data, it is amazing to see student growth and also perhaps the parts I struggled teaching them on. 0
    Describe anything else about the experience that you think others would like to know: Learning how to create tests to fit your curriculum is one of the best tools you could have. You will know when you are successful when you know how to assess what you are teaching.
    Thank you for helping me see a clearer way to lesson planning.

    (view changes)
    12:46 pm
  4. page space.menu edited ... Science Assessments Participants' Assessments Participants' Results with fall assessments …
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    Science Assessments
    Participants' Assessments
    Participants' Results with fall assessments
    Summary of Course
    (view changes)
    12:40 pm
  5. page space.menu edited ... Science Assessments Participants' Assessments Participants Participants' Results Summary…
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    Science Assessments
    Participants' Assessments
    ParticipantsParticipants' Results
    Summary of Course
    (view changes)
    12:40 pm

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