Deck 13: Whats the Big Idea Matching Assessment to Instruction

Question 1

​Although we know that developing units is the work of districts, schools, and teachers,
standardized tests often drive ______________________.

Answer 1

instruction, curriculum

Question 2

​A good assessment usually resembles a good ___________________    __________.

Answer 2

instructional task

Question 3

__________________________ is the process of examining all the data from tests and varying types of assessments and determining the quality of the student's work.​

Answer 3

Evaluation

Question 4

Paper and pencil tests can be effective when they ask students to apply their understanding to a real world __________.​

Question 5

When students select work that can be accessed by a computer link and that demonstrates their science understanding, this is called a(n) ____________________ portfolio.​

Question 6

​When Ms. Nelson's art group drew the water cycle, this was an example of a(n) _________________ assessment.

Question 7

Station-based assessments require a scoring ______________ in order to be graded.​

Question 8

​Using graphic representations like ________ maps helps to assess students' understanding.

Question 9

When students demonstrate their understanding by solving a problem or performing a task, this is referred to as a(n) _______________________ or performance assessment.​

Question 10

Assessing students' ______________________ is a way of examining how well they are writing their findings and reflections in science.​

Question 11

At the end of a unit or a course a(n) ________________ assessment reveals information about student understanding.​

Question 12

​Direct oral communication between the student and the teacher can be used for assessment; this is called a science _____________________.

Question 13

When assessing science as practice, a question you could ask is:​

A) ​What evidence is there that the student can explain the concept correctly?
B) ​Is the problem or question stated clearly?
C) ​Does the student use the vocabulary of the scientific concept accurately?
D) ​Is there evidence of student metacognition?

Question 14

A selection or sample of student work produced during a unit or a semester constitutes a ____________________.​

Question 15

There are several types of science writing that could be used as assessment. One type is an online journal or:​

A) ​story.
B) ​app.
C) ​blog.
D) ​wiki.

Question 16

When assessing for conceptual understanding, a question you could ask is:​

A) ​What evidence is there that the student can explain the concept correctly?
B) ​Is the problem or question stated clearly?
C) ​Can the student list the steps of the investigation?
D) ​Are the observations recorded clearly?

Question 17

​Technology becomes a tool for assessment when science students ______ about their ideas.

Question 18

An example of a performance assessment is:​

A) ​demonstration.
B) ​portfolio.
C) ​doing an experiment.
D) demonstration, portfolio, and doing an experiment.

Question 19

Trying to understand students' grasp of a particular topic in a unit requires a ______________ assessment.​

Question 20

The type of assessment used to gauge students' understanding of a particular topic to understand their process is called:​

A) ​formative assessment.
B) ​summative assessment.
C) ​testing.
D) ​performance assessment.

Question 21

Choose a science topic and describe how you could design a performance assessment.

Question 22

Describe two ways that technology can aid assessment.

Question 23

In addition to writing out their observations in words, students can also:​

A) ​tell a story about them.
B) ​draw them.
C) ​tell a story about and draw them.
D) ​none of these options are correct.

Question 24

The process of examining all the data you have gathered from various types of assessments is called:​

A) ​testing.
B) ​assessing.
C) ​evaluation.
D) ​instruction.

Question 25

Explain what makes an assessment authentic.

Question 26

The author provides a template for science notebooks that includes which of the following types of information:​

A) ​prior knowledge, materials, procedure, assessments.
B) ​prior knowledge, problem, materials, procedure, results.
C) ​prior knowledge, instructions, variables, reflections.
D) ​previous ideas, instructions, variables, reflections.

Question 27

A process of judging how well students execute a task as a part of solving a problem in a larger context is called:​

A) ​performance assessment.
B) ​grading rubric.
C) ​summative assessment.
D) ​authentic assessment.

Question 28

The type of assessment that demonstrates students understanding by solving a problem or performing a task in the real-life context of their classroom is called:​

A) ​formative assessment.
B) ​summative assessment.
C) ​testing.
D) ​performance assessment.

Question 29

The question "If I did this over again, what would I do differently?" in a science investigation helps students to do what?​

A) ​conclude
B) ​observe
C) ​interpret
D) ​reflect

Question 30

The type of assessment that comes at that end of a unit or course is called:​

A) ​formative assessment.
B) ​summative assessment.
C) ​testing.
D) ​performance assessment.

Question 31

In order to help the students frame the problem of study in their science journals, teachers can offer which prompt?​

A) ​What did I find out?
B) ​What materials do I need?
C) ​What am I trying to find out?
D) ​What did I do?

Question 32

​When using a rubric, teachers often use these types of terms for science notebooks:

A) ​qualitative.
B) ​quantitative.
C) ​evaluative.
D) ​criterion.

Question 33

Choose a science topic and create a formative assessment.

Question 34

In order to help the students understand the procedure, which prompt helps students understand this part of the investigation?​

A) ​What did I find out?
B) ​What materials do I need?
C) ​What am I trying to find out?
D) ​What did I do?

Question 35

Choose a science topic and create an assessment that is authentic.