Assessments

= __**VARIED ASSESSMENTS:**__ Using only 1 or 2 assessments for a grade (heavily weighted solitary assessments) only gives a snapshot view of a students achievement/performance. There must be multiple assessments in order to get a better picture of the students performance - a photo album.=

media type="youtube" key="HCY8JB8bFBg" height="315" width="420" = = = __ALIGNED ASSESSMENTS:__ In ATLAS RUBICON enter your assessments and select which standards you are assessing - this is how to ALIGN your units - assessments aligned with standards!=



==== //Test your own unit by covering up the GOAL and having a friend look at your ASSESSMENT task. Then ask them to consider what your goal might have been. See how well the two align up. Reverse this process as well, look at the GOAL and ask what ASSESSMENTS might look like.// ====

= ASSESSING FOR UNDERSTANDING: Make your assessments authentic in the sense that they truly assess how well a student understands - as opposed to how well they can follow directions, recall information, ect.=

=2 Question Validity Test:=



How to build a performance assessment:
=GRASPS=
 * What is the GOAL?
 * What is the students ROLE?
 * Who is the AUDIENCE?
 * What is the SITUATION (context)?
 * What PRODUCT/PERFORMANCE will be prepared?
 * By what STANDARDS (criteria) will your work be judged?

=BLOOMS TAXONOMY=



Brainstorming Tasks Using the Six Facets