Comments for Maude Trevvett Elementary

Comment on Chapter 6 Take Aways–Extended Written Response Assessment by vector

vector — Wed, 01 Jun 2011 03:53:49 +0000

Wonderful, very helpful to me, thank you.

Comment on Chapter 6 Take Aways–Extended Written Response Assessment by snsd hoot

snsd hoot — Sat, 18 Dec 2010 04:56:59 +0000

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Comment on 3-Chapters 2 and 3 Aha moments! by 4th Grade

4th Grade — Tue, 17 Nov 2009 21:08:52 +0000

- The most increase in gains occurs in the lowest achievers: how to allow for students how make 30F and improve to 60F. That is a substantial gain, yet still an F. Working on learning to make allowances for that progress.

-Reading the feedback section, I knew that kids would need more frequent,descriptive feedback, but this was my aha! that I wasn’t doing it as well as I should. Been trying to.

-Providing descriptive feedback & students self assess and set goals. We are trying to find more ways to let students set their own goals and assess themselves. Have students use the step-up to writing rubric to grade themselves. During writing conferences they will need to explain why they thought they deserved that grade.

Comment on 3-Chapters 2 and 3 Aha moments! by Dream Team 1 including Swope and Vorenberg

Dream Team 1 including Swope and Vorenberg — Tue, 17 Nov 2009 21:05:24 +0000

Ch.2 Our aha moment was the difference between assessment for learning and of learning, especially that assessment for learning happens while learning is still underway. We also like the premise that students need to know where they are going, know where they are now, and know how to close the gap. We want to remember that students need to see what good work looks like and help them to be responsible for their own learning.

Ch3. We deconstructed all of our SOLs using the SOL and essential knowledge on the curriculum framework cards. We have even been including them on our weekly newsletter for parents and students to have at home.

Comment on 3-Chapters 2 and 3 Aha moments! by 3rd Grade

3rd Grade — Tue, 17 Nov 2009 21:04:37 +0000

Our WOW moments:

Kids come first!

Assessment is for learning!

Kids can and will be successful!

Comment on 3-Chapters 2 and 3 Aha moments! by 5th grade/excep. ed

5th grade/excep. ed — Tue, 17 Nov 2009 21:04:26 +0000

5th grade teachers/exceptional ed./music teachers did deconstruct SOLs and write them in kid-friendly language. Team members created visuals to emphasize learning targets. 5th grade teachers met as a grade-level to deconstruct SOLs. All team members feel this “kid-friendly” language has been effective and made objectives more accessible to kids.

Comment on 3-Chapters 2 and 3 Aha moments! by 2nd Graders Rock/Clark/Principal Mulholland

2nd Graders Rock/Clark/Principal Mulholland — Tue, 17 Nov 2009 21:02:39 +0000

Children don’t do bad on all parts of an assessment. Children do better when they know what is expected of them. All objectives are clear when assessing your students (for students/teachers/parents). The communication with students on their grades and what grades mean.

Comment on 3-Chapters 2 and 3 Aha moments! by The DreamIER Team K starring Heatley, Drabik, and Maruszewski

The DreamIER Team K starring Heatley, Drabik, and Maruszewski — Tue, 17 Nov 2009 21:00:23 +0000

There is no right answer, just a justifiable score. There is always more than one way to show understanding.

Comment on 3-Chapters 2 and 3 Aha moments! by 5th grade/excep. ed

5th grade/excep. ed — Tue, 17 Nov 2009 20:44:25 +0000

“I can” statements give students a sense of control and choice.

Comment on 1-Thoughts on BA by 4th Grade

4th Grade — Tue, 17 Nov 2009 20:35:38 +0000

Different ideas for balanced assessment:
- Weather Instruments Matching: cut & paste
- Manipulative: asking students to come up and point to places on maps, or make observations about a thermometer
- Learning Vests: students review 9wks material by designing and decorating tribal wear with everything they remember from all content areas
- VA General Assembly acting: create in your classroom (Governor, Governor’s council, and representatives) and allow them to vote, talk to the people, and make decisions in class
- Jamestown learning: ask students to create a play using information they’ve learned about Jamestown to teach other classes about Jamestown
- Language Groups Patty Cake: teach students the information about groups using song and patty cake (physical)
- Geometry with food: using pretzels and marshmallows create the different geometric lines and angles
- Life Cycle of Butterfly: creating the life cycle with pasta and making milkweed leaves to label and demonstrate
- Food Chain: create a food chain by making a paper link chain that has the different parts linked
- Place Value: students hold up cards to demonstrate knowledge of place

My team says that’s enough:)