|
| |
|
Component Type |
Essential Questions |
Learning Goals |
PT Knowledge |
Assessment |
| #2 |
Diagnostic assessment |
Ind, MWC |
A,B |
4(a), 4(b) |
X |
Formative |
| #3 |
Feedback on diagnostic assessment |
IWC |
A,B |
4(a), 4(b) |
X |
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 |
| #20 |
Analysis of individual student work (whole class) |
Ind, MWC |
A,B |
3(c), 4(a), 4(b) |
X |
Formative |
| #21 |
Analysis of individual student work (small group) |
SMG |
A,B |
3(c), 4(a), 4(b) |
X |
None |
| #22 |
Modeling whole class analysis of student work |
MWC |
A,B |
2(a), 2(e), 3(c), 4(a), 4(b), 4(c) |
|
Formative |
| #23 |
Feedback on unit planning matrix assignments |
MWC |
A |
4(a), 4(c) |
|
Formative |
| #26 |
Reading check-in: Black & Wiliam (1998) |
Ind, PTWC |
A |
2(a), 4(a), 4(b), 4(d) |
|
Formative |
| #27 |
Guiding questions about formative assessment |
Pair, PTWC |
A,B |
2(a), 2(c), 4(a) |
X |
Formative |
| #28 |
Interactive lecture on formative assessment and feedback |
SMG, MWC |
A,B |
2(a), 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 |
| #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 |
| #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 |
| #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 |
| #52 |
What counts for the grade? |
MWC |
A |
1(b), 2(g), 3(e), 4(a) |
|
None |
|
