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Chapter 8 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Classroom Opinion Polls Description Students complete anonymous polls of their opinions Purpose Discover student opinions related to course-related issues Helps students become aware of opinions that can support or hinder learning Teachers can get advance information that […]
Chapter 8 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Goal Ranking and Matching Description Students list a few learning goals they have for the course and rank their importance and difficulty. Purpose Measures degree of fit between student and teacher goals Can be used to […]
Chapter 8 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Process Analysis Description Students record the steps they take to carry out an assignment and comment on any conclusions they draw about their approaches to the task. Purpose Gathers explicit detailed information on the steps students […]
Chapter 8 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Productive Study-Time Logs Description Students keep simple records of how long, what time and how well they study at different times of the day. Purpose Students learn: how much they study for a specific course how […]
Chapter 7 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Directed Paraphrasing Description Students paraphrase a part of a lesson for a specific audience Purpose Assess student ability to explain concepts in their own words Assess how well students have internalized content Step-by-Step Procedure Select an important concept, topic, […]
Chapter 7 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Concept Maps Description Students create drawings or diagrams that show connections between major and minor concepts Purpose Observable assessment of student’s schemata – webs of associates they hold for various concepts Can compare teacher and student mental […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. For part 1 of During Reading Activities, go here. Coding Text Focus Reading as Thinking Inferring, Interpreting, and Drawing Conclusions Description Students puts codes in margins of books (can do this on post-its for school and library books) […]
Chapter 1 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Reading Skills in the Common Core Standards: Key Ideas and Details Recall and Infer citing textual evidence to support analysis of texts attending to precise details of explanations, descriptions draw inferences from text Summarize identify central ideas and […]
Chapter 7 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Categorizing Grid Purpose: Assess students’ sorting rules – makes explicit the implicit rules that students are using to sort objects Give opportunities for students to revise their sorting rules What It Is: Students sort concepts […]
Chapter 7 in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes. “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108. EVIDENCE ON SOCIAL SKILLS: Social skills improve academic performance in elementary, middle & high schools (most research focused on elementary school students) Exact effects of social skills on […]