Assessment+Tools


 * Assessment tools**


 * ~ **Angela's Formative Assessment Ideas** ||


 * ~ #4: Card Sorts-Science Formative Assessment ||
 * This is a sorting activity in which students group pictures or words according to certain characteristics. The students could sort their rocks into rocks, minerals, or fossils. This would help them to understand the difference in each type of rock that they are trying to identify. ||
 * ~ #31: Justified True or False Statements-Science Formative Assessment ||
 * With these statements, you could tell students something about rocks, then they would have to agree or disagree. This would make them think about the statement and ask themselves why they answered as they did. Students use evidence, prior knowledge, and other sources to check the validity of their answer. ||
 * ~ #59: Ten-Two-Science Formative Assessment ||
 * This probe allows students to hear a lesson for ten minutes then to take two minutes to reflect on what they have learned. I think this would really allow students to dwell on the knowledge they just received. It helps them to remember what they have learned to go over it while it is still fresh in their mind. ||


 * ~ Is It a Rock? ||
 * The purpose of this probe is so that students understand that rocks come in may different shapes and sizes. There are not two rocks out there that are the very same, they all have something that makes them different from each other. ||


 * Standardized test questions ||
 * [[file:test1.docx]] ||


 * Mariah Kidwell Annotated Student Drawing #3 Keely Textbook**

We will be making pet rocks and they will be drawing their rock. This assessment tool will encourage students to access their prior knowledge and visually represent their thinking. It is a great assessment for those who are more artistic rather than writers.


 * Mariah Kidwell I Used to think but Now I Know #28 Keely Textbook**

I really like this assessment tool, because it allows students to verbally or in writing compare their ideas to what they thought at the beginning of the lesson to what they know at the end of the lesson. This tool really allows the teacher to see how they have enhanced the students learning of a certain subject. Both parts of the reflection occur after instruction.


 * Mariah Kidwell Odd One Out #38 Keely Textbook**

This assessment tool will be great for our subject. This assessment tool combines seemingly similar items and challenges students to choose which item in the group does not belong. Students must justify their reasoning. When we are talking about metamorphic, sedimentary, and igneous rocks this would be a great assessment tool to use to see if students know the differences be tween the rock types


 * = #1 A**&D Statements pg. 48- Keely Textbook (Sarah Roach)** ||~  ||
 * This formative assessment would be really great to use in the classroom. It consists of two columns. One column is the statement column where the teacher will ask a question and the students figure out if they agree with a statement or disagree. The second column is where the students can list how they would find out about the particular statement asked. I think this would be really great to ask the students about how to test the rocks properties and what they think will have with different rocks. ||


 * ~ #36 Muddiest Point pg. 138- Keely Textbook (Sarah Roach) ||
 * This formative assessment can be used while the students are working on their activity. It is to let the students speak about what they thought was the most difficult part of the activity. This activity also helps the kids find their voice to speak out and let the teacher know if they are having problems. This assessment gives the teacher a clue that maybe they should clarify the directions again to the students or talk about the subject a little more. ||


 * ~ #67 Traffic Light Dots pg. 203- Keely Textbook (Sarah Roach) ||
 * I think that this formative assessment would be great when the students are at their centers. They could have a plain piece of copy paper hanging up and if the students are having trouble they could put the red dot to let the teacher know that they need a little one on one time. The yellow dot can be placed if the students do not understand why they are testing the properties of rocks and the green can be placed on the paper if they know what they are doing and they can explain their results to the class. ||