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Question 1 of 15
1. Question
For each scenario below, does the student exhibit characteristics of an assessment capable learner? Mark yes or no for each scenario below.
- Chris is using a rubric his teacher gave him as he looks over the social studies biography he has just written. He sees that he needs to add a section to describe Thomas Jefferson’s early life, so he makes a plan to revise his biography to include it.
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Question 2 of 15
2. Question
- Pat is sharing graphs with his parents that show pretest and post test data over chemistry learning targets. He explains what the targets mean, which ones will require him to set new goals, and his plan to accomplish those goals.
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Question 3 of 15
3. Question
- Kate is completing the online programmed instruction for an Algebra lesson. She implements test taking strategies, resulting in high scores on unit and state assessments.
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Question 4 of 15
4. Question
For each scenario below, does the teacher exhibit characteristics that effectively develop assessment capable learners? Mark yes or no for each scenario below.
- Mr. Sanders posts the state standards from his curriculum guide on sentence strips at the front of the room before beginning his physical education lesson each day.
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Question 5 of 15
5. Question
- Ms. Wilson allows her 5th grade students to review their answers on a summative assessment to see which questions they missed and why they received a certain grade. After they went over the assessment, Ms. Wilson moved on to the next unit.
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Question 6 of 15
6. Question
- Mr. Carson provides opportunities for his senior English students to use a rubric to sort writing samples into stacks: exemplary, proficient, close to proficient, and far from proficient.
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Question 7 of 15
7. Question
Does the feedback example effectively develop an assessment capable learner? Mark yes or no.
- “Great use of vocabulary words in your science report! To make it more interesting, look over the strategies to engage the reader. What strategies will you use to make the introduction more engaging?”
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Question 8 of 15
8. Question
- “Great job Devin! Your fluency rate has greatly improved in just one week! I am proud of the way your graph keeps going up! I can’t wait to share this news with your parents.”
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Question 9 of 15
9. Question
- “I like the way you persevere in orchestra class. You don’t give up even when you hit the wrong note. Keep on trying your best. I am so proud of you for striving to be a musician!”
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Question 10 of 15
10. Question
Middle school math students were assigned ten math problems as homework. Ben received his homework assignment back with a 10/20 score at the top of the page.
Does the example demonstrate that the student is an assessment capable learner? Mark yes or no.
- Ben reviews the problems he missed and asks his peers with right answers to explain the strategy they used. He reworks the problems and asks the teacher for feedback on the progress he has made toward the correct answer.
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Question 11 of 15
11. Question
- Ben reviews which problems he missed on his own, notes he will try harder next time, and asks the teacher what he can do to make up the points.
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Question 12 of 15
12. Question
- Ben discusses his score with the peer sitting next to him, notes they got the same problems wrong but had different answers. They ask the teacher to give them the right answers.
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Question 13 of 15
13. Question
You are a high school social studies teacher. You and a social studies colleague are peer coaching each other on developing assessment capable learners. You’re at the beginning of a unit that culminates in a group project worth a major portion of the quarter grade. You decide to observe each other’s classrooms for optimal DACL conditions.
Does the example demonstrate that the teacher is promoting assessment capable learning? Mark yes or no.
- Anonymous examples of strong past group projects are set up around the room for students to use as examples when it is time for them to complete their own group projects.
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Question 14 of 15
14. Question
- At the front of the class is a list of social studies Missouri learning standards, big enough for all students to see, translated into student friendly language. The standards present in the current unit are highlighted.
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Question 15 of 15
15. Question
- Students are working in pairs, translating the original, complicated group project rubric into student-friendly language and prioritizing which knowledge and skills they will need in order to do the project.
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