This link has been bookmarked by 127 people . It was first bookmarked on 11 Jun 2007, by srogers.
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28 Feb 12
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electronic
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electronic white
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- Samples of one student over time
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one student
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illuminate preconceptions.
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Topic on chart paper or electronic
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electronic white board
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electronic white
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electronic
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individually in journals.
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white board
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board
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summarize
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summarize their ideas for the benefit of the entire class.
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benefit
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entire class
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03 Jan 12
Jane Lombardoexamining student work, graphic organizers, KWL, think pair share and brainstorming can be used to assess student needs
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09 Oct 11
Shelly Woodardgauging student's needs
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15 Aug 11
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26 Jul 11
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23 Jun 11
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08 Jun 11
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07 Jun 11
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31 May 11
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06 May 11
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07 Feb 11
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01 Feb 11
John Luigi Zafe"Before planning the project, look at student work and ask: What skills,
knowledge, and understandings do the students demonstrate? What is the evidence?
What are the misconceptions? Are there any patterns or trends to focus on?" -
19 Jan 11
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12 Jan 11
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27 Jul 10
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26 Jul 10
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21 Jul 10
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23 Jun 10
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08 Jun 10
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25 Feb 10
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09 Jan 10
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08 Dec 09
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K-W-L
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Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions.
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28 Oct 09
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Examining student work reveals the nature and extent of student understanding, clarifies learning expectations for students, and provides opportunities to assess the quality of a previously taught task or plan and the implications for instructional practice.
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K-W-L charts provide a structure for students to think about what they know about a topic
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27 Oct 09
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15 Oct 09
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Wonder-Learn (K-W-L) Charts K-W-L charts -
t they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored. Use at the beginning of a project, during a class discussion, or individually in journals. -
Think-
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- Question or prompt
- Form for recording summaries and questions
Pair-Share Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions. Use at the beginning of a project and during class discussions.
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09 Sep 09
Pamela HandGauging the needs of students
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understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
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Examining Student Work
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student understanding
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clarifies learning expectations for students
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assess the quality of a previously taught task
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provide a visual representation of student’s current conceptual understanding
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provide a structure for students to think about what they know about a topic
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helps students organize prior knowledge and brainstorm questions
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Examining student work reveals the nature and extent of student
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Samples of work and assessments from
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Before planning the project
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- Data from tests
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At the beginning of a project elicit information
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Graphic organizers provide a visual representation of student’s current conceptual understanding
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K-W-L charts provide a structure for students to think about what they
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Topic on chart paper
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- Topic on chart paper or electronic white board
- Journal
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Use at the beginning of a project,
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Use at the beginning of a project and during class discussions.
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Question or prompt
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asks students to first think about a question, then to pair with someone and
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Students generate terms and ideas related
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Use at the beginning of project
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29 Aug 09
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11 Aug 09
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29 Jul 09
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A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
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28 Jul 09
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03 Jul 09
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<table border="0" cellpadding="0" cellspacing="0" id="Table1"><br/><tbody><br/><tr><br/><td valign="center" height="125" width="510" id="BannerText"><br/><table cellpadding="0"><br/><tbody><br/><tr><br/><td><span class="TitleBox" id="PageHeader_PageTitleBannerText">Gauging Student <br/>Needs</span></td></tr></tbody></table></td><br/><div></div></td></tr></tbody></table><!-- *** / Main Visual & Headline *** --><br/><table border="0" cellpadding="0" width="760" cellspacing="0" id="Table2"><br/><tbody><br/><tr><br/><td valign="top" width="145" background="http:" /></td></tr></tbody></table><!--[/header-images]--><!-- *** / Main Visual & Headline *** --><br/><table border="0" cellpadding="0" width="760" cellspacing="0" id="Table2"><br/><tbody><br/><tr><br/><td valign="top" width="145"><!-- Begin Left Navigation --><!-- IN-PAGE LEFT NAVIGATION --><!-- IN-PAGE LEFT NAVIGATION --><br/><table border="0" cellpadding="0" width="145" cellspacing="0" id="Table3"><br/><tbody><br/><tr><br/><td valign="top" width="145"><br/><table border="0" cellpadding="0" width="145" cellspacing="0" id="Table4"><br/><tbody><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/" class="sidenavselected">Gauging <br/>Student Needs</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/EncouragingSelfDirectionAndCollaboration/" class="sidenav">Encouraging <br/>Self-Direction And Collaboration</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/MonitoringProgress/" class="sidenav">Monitoring <br/>Progress</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/CheckingUnderstanding/" class="sidenav">Checking <br/>Understanding</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/DemonstratingUnderstanding/" class="sidenav">Demonstrating <br/>Understanding</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td></tr></tbody></table></td></tr></tbody></table><img border="0" src="http://educate.intel.com/common/images/ONCE/spacer.gif" height="1" width="145" alt=""><br><!-- / IN-PAGE LEFT NAVIGATION --><!-- / IN-PAGE LEFT NAVIGATION --><!-- End Left Navigation --></td><br/><td valign="top" width="20"><img border="0" src="http://educate.intel.com/sites/nav/pix/spacer.gif" height="1" width="20" alt=""></td><br/><td class="bodytext" valign="top" width="595"><!--[general-body]--><!-- ** Content ** --><br/><div id="contentView"><br/><table border="0" cellpadding="0" width="595" cellspacing="0" id="Table3"><br/><tbody><br/><tr><br/><td valign="top"><br/><table cellpadding="0" cellspacing="0" cssclass="HighlightBoxTable"><br/><tbody><br/><tr><br/><td><!-- ** Wrapper Table for Spotlight Box(es) ** --><br/><table class="HighlightBoxTable" border="0" cellpadding="0" style="BORDER-TOP-WIDTH: 0px; PADDING-RIGHT: 20px; PADDING-LEFT: 20px; BORDER-LEFT-WIDTH: 0px; BORDER-BOTTOM-WIDTH: 0px; BORDER-RIGHT-WIDTH: 0px" cellspacing="2" id="Edonce_hiliteboxes_tblHiliteBoxes"><br/><tbody><br/><tr><br/><td class="HighlightBoxTable" id="Edonce_hiliteboxes_boxCell"></td></tr></tbody></table><!-- ** / Wrapper Table for Spotlight Box(es) ** --><span class="bodytext" enablehtmlindentation="False" id="content_MainContent"><font class="headtext">Gauging Needs </font><br>Students bring a wide variety of <br/>experiences, abilities, and interests to any new topic. A thorough understanding <br/>of the students’ background knowledge and understanding helps teachers design <br/>instruction to address misconceptions and to take advantage of relevant <br/>experiences. <br><br>The table below includes an overview of the <br/>methods, purposes, and instruments used for gauging student needs. Links provide <br/>more detailed information and specific examples.<br><br><br/><table class="bodytext" border="1" rules="all" bordercolor="#000000" cellpadding="4" style="WIDTH: 590px" cellspacing="0" frame="box"><br/><tbody><br/><tr><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>Assessment Method</strong></font></td><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>Purpose</strong></font></td><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>When Used</strong></font></td><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>Instrument</strong></font></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left">Examining Student Work</td><br/><td class="" valign="top" width="200" align="left">Examining student work reveals the <br/>nature and extent of student understanding, clarifies learning expectations for <br/>students, and provides opportunities to assess the quality of a previously <br/>taught task or plan and the implications for instructional practice.</td><br/><td class="" valign="top" width="190" align="left">Before planning the project, look <br/>at student work and ask: What skills, knowledge, and understandings do the <br/>students demonstrate? What is the evidence? What are the misconceptions? Are <br/>there any patterns or trends to focus on? </td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Samples of work and assessments from different students <br/><li>Samples of one student over time <br/><li>Data from tests</li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_graphic_organizers.htm" s_oc="null">Graphic Organizers</a> </td><br/><td class="" valign="top" width="200" align="left">Graphic organizers provide a visual <br/>representation of student’s current conceptual understanding and thinking <br/>processes and illuminate preconceptions.</font></td><br/><td class="" valign="top" width="190" align="left">At the beginning of a project <br/>elicit information from students by creating a graphic organizer on a chart to <br/>get an accurate idea of students’ prior knowledge. Provide organizers for <br/>individual student use throughout the project.</td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_concept_maps.htm" s_oc="null">Concept Maps</a> <br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_sequencing_activities.htm" s_oc="null">Sequencing Activities</a> <br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_classification.htm" s_oc="null">Classification Charts </a> <br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_prioritized_lists.htm" s_oc="null">Prioritized Lists</a></li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_kwl.htm" s_oc="null">Know-Wonder-Learn (K-W-L) Charts</a></td><br/><td class="" valign="top" width="200" align="left">K-W-L charts provide a structure <br/>for students to think about what they know about a topic, note what they want to <br/>know, and finally record what has been learned and is yet to be learned. They <br/>allow students to make personal connections before the content is deeply <br/>explored.</td><br/><td class="" valign="top" width="190" align="left">Use at the beginning of a project, <br/>during a class discussion, or individually in journals. </td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Topic on chart paper or electronic white board <br/><li>Journal</li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left">Think-Pair-Share</td><br/><td class="" valign="top" width="200" align="left">Think-Pair-Share asks students to <br/>first think about a question, then to pair with someone and verbally share their <br/>response, and finally to summarize their ideas for the benefit of the entire <br/>class. This helps students organize prior knowledge and brainstorm <br/>questions.</td><br/><td class="" valign="top" width="190" align="left">Use at the beginning of a project <br/>and during class discussions.</td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Question or prompt <br/><li>Form for recording summaries and questions</li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_brainstorming.htm" s_oc="null">Brainstorming</a></td><br/><td class="" valign="top" width="200" align="left">Students generate terms and ideas <br/>related to a topic and form creative connections between prior knowledge and new <br/>possibilities.</td><br/><td class="" valign="top" width="190" align="left">Use at the beginning of project, <br/>during a class discussion, individually, or in small groups.</td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Topic on chart paper or electronic white <br/>board</li></ul></td></tr></tbody></table></span></td></tr></tbody></table><br></td></tr></tbody></table></div><!-- ** / Content ** --><!--[/general-body]--></td></tr></tbody></table><br>
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30 Jun 09
Katrina SimmonsAssessment strategies and samples
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26 Jun 09
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- Topic on chart paper or electronic white board
- Journal
Know-Wonder-Learn (K-W-L) Charts K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored. Use at the beginning of a project, during a class discussion, or individually in journals. -
- Question or prompt
- Form for recording summaries and questions
Think-Pair-Share Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions. Use at the beginning of a project and during class discussions.
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18 Jun 09
Sheree DeardoffGauging Student Needs in Assessment
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Gauging Needs
Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences. -
- Topic on chart paper or electronic white board
- Journal
K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored. Use at the beginning of a project, during a class discussion, or individually in journals. -
- Topic on chart paper or electronic white board
Students generate terms and ideas related to a topic and form creative connections between prior knowledge and new possibilities. Use at the beginning of project, during a class discussion, individually, or in small groups.
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10 Jun 09
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11 May 09
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05 May 09
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Luann taylor-CharlesAssessment timeline
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lucille marcelleAssessment timeline
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16 Apr 09
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Examining Student Work
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Use at the beginning of a project, during a class discussion, or individually in journals.
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W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored
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20 Mar 09
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Examining student work reveals the nature and extent of student understanding, clarifies learning expectations for students, and provides opportunities to assess the quality of a previously taught task or plan and the implications for instructional practice.
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17 Mar 09
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13 Feb 09
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- Samples of work and assessments from different students
- Samples of one student over time
- Data from tests
- Topic on chart paper or electronic white board
- Journal
Assessment Method Purpose When Used Instrument Examining Student Work Examining student work reveals the nature and extent of student understanding, clarifies learning expectations for students, and provides opportunities to assess the quality of a previously taught task or plan and the implications for instructional practice. Before planning the project, look at student work and ask: What skills, knowledge, and understandings do the students demonstrate? What is the evidence? What are the misconceptions? Are there any patterns or trends to focus on? Graphic Organizers Graphic organizers provide a visual representation of student’s current conceptual understanding and thinking processes and illuminate preconceptions. At the beginning of a project elicit information from students by creating a graphic organizer on a chart to get an accurate idea of students’ prior knowledge. Provide organizers for individual student use throughout the project. Know-Wonder-Learn (K-W-L) Charts K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored. Use at the beginning of a project, during a class discussion, or individually in journals. Think-Pair-Share Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions. Use at the beginning of a project and during class discussions.
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11 Feb 09
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- Question or prompt
- Form for recording summaries and questions
Think-Pair-Share Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions. Use at the beginning of a project and during class discussions.
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- Topic on chart paper or electronic white board
- Journal
K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored. Use at the beginning of a project, during a class discussion, or individually in journals. -
- Topic on chart paper or electronic white board
Students generate terms and ideas related to a topic and form creative connections between prior knowledge and new possibilities. Use at the beginning of project, during a class discussion, individually, or in small groups.
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the quality of a previously taught task or plan and the implications for instructional practice
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K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored.
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K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored.
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15 Jan 09
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08 Jan 09
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17 Dec 08
Roberto Binagassessment
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13 Nov 08
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23 Sep 08
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31 Jul 08
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30 Jul 08
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21 Jul 08
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15 Jul 08
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Laura Reynerassessment
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25 Jun 08
Dinh Hoabang tieu chi danh gia cua Intel
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19 Jun 08
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16 Jun 08
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Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
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10 Jun 08
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Examining Student Work
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extent of student understanding, clarifies learning expectations for students,
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05 Jun 08
Heather MurphyAssessment Strategies to be used to determine students' needs at beginning of unit.
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27 May 08
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Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
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08 May 08
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Before planning the project, look at student work and ask: What skills, knowledge, and understandings do the students demonstrate? What is the evidence? What are the misconceptions? Are there any patterns or trends to focus on?
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Examining student work reveals the nature and extent of student understanding, clarifies learning expectations for students, and provides opportunities to assess the quality of a previously taught task or plan and the implications for instructional practice.
-
-
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At the beginning of a project elicit information from students by creating a graphic organizer on a chart to get an accurate idea of students’ prior knowledge. Provide organizers for individual student use throughout the project.
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Graphic organizers provide a visual representation of student’s current conceptual understanding and thinking processes and illuminate preconceptions
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Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
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Graphic organizers provide a visual representation of student’s current conceptual understanding and thinking processes and illuminate preconceptions.
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18 Mar 08
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planning the project, look at student work and ask:
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Examining student work
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visual representation of student’s current conceptual understanding and thinking processes and illuminate preconceptions.
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27 Feb 08
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01 Feb 08
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12 Dec 07
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27 Oct 07
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14 Aug 07
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07 Aug 07
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06 Aug 07
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