Planning for Assessment

Taxonomies It is the classification of

levels of intellectual behavior which is

important to learning

Formative Assessment

Summativeassessment

Performance-based assessment

Old versionEvaluationSynthesisAnalysis

ApplicationComprehension

Knowledge

New Version Creating

EvaluatingAnalyzingApplying

UnderstandingRemembering

Design Process Formative Assessment

Instructional techniques

Learning standard which the student’s have achieved so adjustment can be

made to lesson.

Skills the students are having difficult

acquiring.

Identify concept that student are struggling to understand.

Academic progress

Summative Assessment

Complete the end of the end of the school

year portfolio that demonstrates the

student’s achievements.

Create a modify lesson plan after evaluating all the

student’s assessment in the beginning of the year, if needed.

Ask students questions in group activities to verify

that they understand material.

Review the material before beginning the

new lesson.

Student’s successfully complete all

standard requirements.

Performance-based

AssessmentDuring the project ask the students questions regarding the texture of the water combined with

the sand.

Encourage the students to give opinions of what could be different in the project.

Give the students the opportunity to solve the problem by expressing

what should be added to change the texture of the

sand.

Analyzing and Evaluating by examining when the

student mixes the additional ingredient.

Then, judging to observe the outcome.

Creating the finish project by discussing it with the class of the steps that occurred and the final

outcome of the project.

MY CLASSROOM

Research on an certain topic we are discussing. Such as Presidents, Countries, and so forth. In my class it will be bonus points for how well they do.

Have group discussions to encourage students to share their questions or

answers with the class.

Have pre test every week for the vocabulary we are

learning.

With the outcome of the pre test work with the

students that did not do so well on the test. On the contrary give the

student’s more challenging words that

did well. Once a week after they

have completed and understood the

worksheet allow students to smother the paper in shaving cream. Students enjoy it and it motivates

them to learn the material.

Create three assignments the students can choose from for their homework.

How quality assessment are designed

Content Validity Reliability Fairness

Student engagement

and motivation

Consequential relevance

Taxonomies in planning

assessments When planning assessments in the classroom it is important that a teacher challenges their students. Many teachers according to the Taxonomies they do not exceed the first two steps which is remembering and understanding. Many teachers assume this is an accomplishment if they achieve this at the end of the school year. These students need to be challenge. In my lesson plans to create a taxonomies. I would ensure that I ask my students six questions from the bloom’s taxonomy that would increase their knowledge, critical thinking, and problem solving.

References

http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

http://edglossary.org/formative-assessment/

ww.learnnc.org/lp/pages/5233

http://www.niu.edu/facdev/resources/guide/assessment/formative%20and_summative_assessment.pdf

http://www.specialconnections.ku.edu/?q=assessment/quality_test_construction