19240992
Beschreibung
Mindmap von Kimberly Clark, aktualisiert more than 1 year ago
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Erstellt von Kimberly Clark
vor etwa 5 Jahre
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Alternative Authentic Assessment for
EL/EB's
- Peer Assessment
- Peer Assessment is the
activity in which students
review one another on their
performance of learned
skills.
- An example of Peer Assessment is where
all students in a particular group are
given a specific assignment or task to
complete. Then, each student or a group
of students assess one another's
performance on the assignment or task
by using a rubric, checklist, or other.
- An example of Peer Assessment is where
all students in a particular group are
given a specific assignment or task to
complete. Then, each student or a group
of students assess one another's
performance on the assignment or task
by using a rubric, checklist, or other.
- Peer Assessment is the
activity in which students
review one another on their
performance of learned
skills.
- Student-Directed/Structured Assessment
- Student-Directed Assessment is the
type of assessment in which
students choose how they will be
assessed while basing the
assessment properties on their
strengths and weaknesses.
- A Student-Directed/Structured Assessment
example is having the students to
"show-what-they-know" by teaching other
students what they have learned. When
teaching letter formation, the students can
show others on the "stoplight" lines how to
form the letter "p".
- A Student-Directed/Structured Assessment
example is having the students to
"show-what-they-know" by teaching other
students what they have learned. When
teaching letter formation, the students can
show others on the "stoplight" lines how to
form the letter "p".
- Student-Directed Assessment is the
type of assessment in which
students choose how they will be
assessed while basing the
assessment properties on their
strengths and weaknesses.
- Performance-Based
Assessment is where
students are asked to
perform a task on the
subject matter that is or
was taught.
- Performance-Based Assessment
- An example of a Performance-Based Assessment is a dance recital.
Students in dance class are given a specific goal to reach with points in
between. The final goal would be a dance recital. The points from the
beginning to the end would be the learning of many different specific
dance moves combined for a full routine-learning each specific part to
perfection to get to the whole.
- Performance-Based Assessment
- Real-Life-Based Assessment
- Real-Life-Based
Assessment is where
students are to
demonstrate proficiency
by doing something in
regards to everyday life.
- An example of Real-life Assessment
would be a simulation of a grocery store
cashier. If students have learned
counting. adding, and subtracting money
using a grocery sore model. Students will
purchase items, pay, for items, and
receive the change, if needed. The cashier
(other students) will add the price of the
items, come to a total, and subtract the
payment.
- An example of Real-life Assessment
would be a simulation of a grocery store
cashier. If students have learned
counting. adding, and subtracting money
using a grocery sore model. Students will
purchase items, pay, for items, and
receive the change, if needed. The cashier
(other students) will add the price of the
items, come to a total, and subtract the
payment.
- Real-Life-Based
Assessment is where
students are to
demonstrate proficiency
by doing something in
regards to everyday life.
- Construction/Application
Assessment
- Construction/Application-Based Assessment asks
students to analyze, synthesize
and apply the information they have
learned in a substantial
manner. Then, students are able to create
new meaning in the applicable process.
- An example of Construction/Application
assessment is having students
construct a figure or idea by applying
learned information. They will be able
to analyze their construction and
decide whether what they have
constructed works or needs
improvement.
- An example of Construction/Application
assessment is having students
construct a figure or idea by applying
learned information. They will be able
to analyze their construction and
decide whether what they have
constructed works or needs
improvement.
- Construction/Application-Based Assessment asks
students to analyze, synthesize
and apply the information they have
learned in a substantial
manner. Then, students are able to create
new meaning in the applicable process.
- Direct-Evidence Assessment
- Direct-Evidence Assessment is
having students provide
meaningful critiques using
learned techniques as evidence on
real-life situations
- An example of Direct-Evidence Assessment is using a
portfolio to gather students' work and either the
teacher, other teachers, or students assess the
learning progression.
- An example of Direct-Evidence Assessment is using a
portfolio to gather students' work and either the
teacher, other teachers, or students assess the
learning progression.
- Direct-Evidence Assessment is
having students provide
meaningful critiques using
learned techniques as evidence on
real-life situations
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