Excellence in Education: Involving Students in the Assessment Process
One of the hallmarks of high-quality learning is encouraging students to become independent. If our students graduate from Monticello and they are solely dependent on us evaluating them, we’ve missed a great opportunity to instill in them self-responsibility through self-evaluation. It is vital that we engage students in the evaluation process throughout the learning continuum.
At the beginning of the learning process
At the beginning of the learning process and throughout the learning unit, teachers must share the learning intention and criteria with students. These are the I can...statements that are aligned to Bloom’s Taxonomy, Webb’s DOK and Costa’s Level of Thinking. To further engage students in this process, teachers can provide a rubric, have students construct a web diagram and, most importantly, reference these learning intentions frequently throughout learning and have students reflect on their progress.
Learning Focused Study Guides
Study guides or rubrics like the one below help students and teachers by encouraging reflection, self-efficacy, self-assessment and feedback. Students (and teachers) can use study guides/rubrics like the one below to assess their own learning. These can be referenced throughout the learning process (it may help to number them for easy reference) and students can self-assess their level of mastery and take appropriate steps and actions to ensure learning.
Greek Unit Targets
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Knowledge Targets
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I can describe how Greece’s geographical features contributed to the rise of Greek city-states
I can explain Greek mythology and describe the role it played in the culture of ancient Greece and explain the role of the gods Zeus, Hera, Apollo, Artemis, Athena, and Aphrodite.
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Skill Targets
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I can locate the following on a map (Aegean Sea, Mediterrranean Sea, Black Sea, Dardanelles, Asia Minor, Athens, Sparta, Troy, Macedonia)
I can define the following (polis, monarchy, aristocracy, tyranny, democracy, direct democracy, agora, debate, oligarchy)
I can locate and define the boundaries of Alexander’s Empire
I can identify the following: Delian League, Persian Wars, the Peloponnesian Wars, Pericles, Solon, Draco, Philip of Macedon, Alexander the Great, Hellenic culture, Golden Age of Athens
I can identify the contributions made by the following: Aeschylus, Sophocles, Homer, Herodotus, Thucydides, Phidias, the 3 Greek columns, Archimedes, Hippocrates, Euclid, Pythagoras, Socrates, Plato, Aristotle
I can identify Hellenistic Culture and describe its importance to the modern world
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Strategic Thinking Targets
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I can describe Greek social structure, the role slavery played in ancient Greece
I can compare and contrast Ancient Athens and Sparta
I can describe the development of democracy in Ancient Athens and the roles and responsibilities of Greek citizens
I can complete a cause-effect chart on the Persian and Peloponnesian Wars
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Extended Thinking Targets
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I can prepare a presentation that includes gathering evidence to support arguments and conclusions that Athens’ greatest contributions to the modern world were in the field of government or arts?
I can analyze and argue how Athens was and was not a democracy.
I can critique and analyze the role of Alexander the Great.
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Assessment Tracking
Traditionally, assessment has been of learning; we should strive to use assessments for learning. Assessments shouldn’t be summative (final) until we--both students and teacher--are satisfied with the results on assessments. Students should be involved in assessing their own learning. For example, on projects, students should self-assess using the rubric. On tests, students should reflect on their learning …
Option 1
Greek Unit Test Test Score
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Topic
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Section
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Value
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Earned
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Mastery (Yes/No)
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Greek Geography
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Map
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12
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Greek Identification (Political)
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Matching 1
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10
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Greek Identification (Culture)
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Matching 2
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10
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Greek Society
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Multiple Choice 1-6 and Short Answer 1
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10
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Greek Politics
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MC 7-20 and Short Answer 2, 3
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20
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Greek Wars
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MC 21-31 and Short Answer 4, 5
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15
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Hellenistic culture
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MC 32-35 and Essay 1 and Map 2
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10
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Reflect on your learning for this unit.
Did you complete your study guide for this unit? Reason.
What could you do to improve your learning for this unit?
Option 2 (This one works great for math classes) has students identify whether or not their answers were correct or incorrect and identify what caused the error (Was it a simple error/something they know now how to correct/or a lack of understanding?) Students analyze each question and identify the error (simple error/I’m not sure what to do). See Scenario 2 for more information on this.
Regardless of the process, requiring students to analyze their learning encourages student responsibility and efficacy. By engaging students in such a manner, we increase student engagement and shift learning from teacher-directed (teachers do to students) to a collaborative process (teachers with students).
Other ideas/tips:
- Frequent formative assessments (ungraded quizzes, for example)
- Peer analysis and scoring (especially for student work)
- Students create practice versions of tests
- Practice tests
- Students can chart their progress on skills and learning throughout the learning process (adding to K-W-L charts, concept webs, etc.)
Tasks, Important Information, Upcoming Events
Monday: Student picture make-ups
Student Lunch Sign-Ups Students will now sign-up to eat the library/media center through Adaptive Scheduler. Students are only able to sign-up on that day.
Thursday: Faculty CRT Teams
Friday: extended 1st block for Peer Nomination Survey
Diabetes training
If you are going on a field trip with a student who has diabetes, a chaperone on the field trip is REQUIRED to be diabetes trained. Training is a combination of online (4-5 hours) and includes a one time hand-on portion. The latter is being offered from 4:15-5:15 on October 21 at Center 1/Seminole Place. You will not be able to go on a field trip if you have a diabetic student and no diabetic-trained chaperones. List of students attending field trips should be provided to Ms. Tomlin 3 weeks prior to the field trip. For a helpful field trip checklist, click here. See Ms. Tomlin for more information.
Once an employee completes the training and passes a test at the end, he/she will be issued a certificate of completion that counts as being trained. Recertification credit will be granted.
October 31: End of Quarter; 10th grade field trip to Career Expo (will miss 1st period, Mustang Morning and 2nd period)
Grades due Nov 8 @ 9am
Field Trips
October 23-24: 1st Period Drama with Cale and In-House Performances
October 30: Pumpkin Launch
October 31: 10th grade Career Expo (all 10th graders)
October 31-November 3: Theater Trip/Competition
Birthdays
October 22: Paige Pippin and Jeremy Dove
October 24: Claire Keith
Useful Information
Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.
Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm
Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33
Worth Your Time
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