|
| |
|
Component Type |
Essential Questions |
Learning Goals |
PT Knowledge |
Assessment |
| #7 |
Assessment types: Graphic organizer |
SGp, MWC |
A,B |
2(a), 2(c), 2(e) |
X |
Formative |
| #12 |
Brainstorm key ideas |
Ind, MWC |
A,B |
1(a), 2(a), 2(c), 2(e), 3(a), 4(b) |
|
Formative |
| #18 |
Unit planning matrix assignment |
Hmk |
A,B |
1(a), 2(a), 2(b), 2(c), 2(e), 3(a), 3(b), 4(a), 4(b) |
X |
Summative, Formative |
| #24 |
Lecture on assessment design |
IWC |
B |
2(a), 2(c), 2(e) |
X |
Formative |
| #27 |
Guiding questions about formative assessment |
Pair, PTWC |
A,B |
2(a), 2(c), 4(a) |
X |
Formative |
| #29 |
“Teachers’ lounge conversation” on formative assessment |
SMG, MWC |
A,B |
2(a), 2(c), 4(a) |
X |
Formative |
| #30 |
Features of good rubrics |
Ind, MWC |
A,B |
2(a), 2(b), 2(c), 2(e), 3(d), 4(a) |
|
Formative |
| #31 |
Rubrics in practice: A case study |
Ind, MWC |
B |
2(a), 2(b), 2(c), 2(d), 2(e), 3(d), 3(f) |
|
Formative |
| #32 |
Rubric design (mini-lecture) |
Ind, IWC |
B |
2(a), 2(c), 2(d), 2(e), 3(c), 3(d), 3(e), 4(a), 4(d) |
|
None |
| #35 |
Table of specifications |
MWC |
B |
2(b), 2(c), 2(e), 3(b), 4(c) |
|
None |
| #36 |
Guidelines for teacher-made tests |
Pair, PTWC |
B |
2(a), 2(c), 2(d), 2(e) |
|
Formative |
| #37 |
Designing test items (mini-lecture) |
IWC, Ind or SMG |
B |
2(a), 2(c), 2(d), 2(e), 2(f) |
|
None |
| #39 |
Formative assessment tool assignment |
Hmk |
A,B |
2(a), 2(b), 2(c), 2(e), 3(b), 3(c), 3(d), 4(a), 4(b), 4(c) |
X |
Summative, Formative |
| #45 |
Review: Summative assessment & assessment types |
SWC, IWC |
A,B |
2(a), 2(c) |
X |
Formative |
| #47 |
Jigsaw guidelines for creating summative assessment tools |
SGp, PTWC |
A,B |
2(a), 2(b), 2(c), 2(e), 3(c) |
|
Formative |
| #48 |
Summative assessment tool assignment |
Hmk |
A,B |
2(a), 2(b), 2(c), 2(e), 3(b), 3(c), 4(a), 4(b) |
X |
Summative |
| #62 |
Assessment fair |
PTWC |
A,B |
2(a), 2(c), 2(d) |
X |
Summative |
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