Algebra I ConceptsAssessment StrategiesCourseworkInstructional DesignITL526 Single Subject Integrated Design INational University
Tracking Student Learning
From our Week One Assignment, we focused on assessing a specific educational standard for students in grades 7, 8, or high school. Our goal was to create various assessments to gauge student mastery of this standard. Here’s a breakdown of what we needed to do: Create Assessments: Develop three types of assessments to measure student achievement of this learning outcome (mastery of the chosen standard): Include a Digital Tool: We needed to ensure that at least one of our assessments used a digital tool. This is important because it aligns with the expectations in the CalTPA (California Teacher Performance Assessment). Focus on...
Assessment StrategiesContent Area LiteracyCourseworkITL522 Content Area LiteracyNational UniversityTeaching Techniques
Content Area Literacy Assessment Strategies
Introduction Content area teachers can assess students in various ways to check for understanding. The problematic thing is being able also to assess literacy while assessing content. How can you get your students critically thinking, reading, writing, and speaking about your content area? How can you assess them when they do so? In this Discussion Board, you will explore some of those assessment ideas. Resources Read Watch ELL Reading Instruction: Classroom Videos Answering Questions with Middle School ELLs (9:10) Direct link: Answering Questions with Middle School ELLs Reading Non-Fiction Text with High School ELLs (7:46) Direct link: Reading Non-Fiction Text with High...
Assessment StrategiesCourseworkInclusive Teaching PracticesITL520 Academic Language & LiteracyMathematics EducationNational University
Innovative Assessment Practices in High School Algebra
“If an assessment asks students to evaluate and create but our instruction asks only that they remember and comprehend, then we’ve taken a wrong direction” states Mike Fisher. Assessments should be frequent, varied and build upon the concepts (content) and skills (literacy) taught in the class. Some say, each assessment holds a privilege. Meaning, a multiple-choice assessments privileges one group of students in the class, while a video project privileges another group of students in the class. How can you assess your students equitably? How can you ensure no student or student groups have an “assessment privilege” over the others?...