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Standard 2.15 Nature of Assessments |
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Does the nature of the assessment planned and implemented in the classroom serve as a tool for improving teaching and learning? Does the teacher select and/or adapt assessments which are appropriate for the ability and developmental levels for students? Does the teacher develop and implement assessments for formative, summative and diagnostic purposes? Is there a clear link between curriculum, instruction and assessment? Do scoring rubrics, standards and criteria clarify expectations and promote quality performance?
Assessments are designed to reflect the district competencies, Work Keys, and Work Ethic. I use a wealth of techniques, such as:
Informal assessments Class participation Discussion Games Presentations Verbal questions and answers
Formal assessments Work Ethic Competencies Homework/Classwork
Many times I will incorporate technology, reading, writing, and movement in daily activities. In one lesson the students used the computer to play Measure It! They also were to read a measurement related article and write a summary of what they read. Finally, the students played a scavenger hunt game where they located objects and reported their measurements.
Supporting Documents:
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