Cohort+3+Day+11

=Assessment Day=

__Share-a-thon__
What's everyone been doing so far? What's working/not working? Some key shared items:
 * Polls -- polldaddy.com vs. Poll Everywhere (Everyone signed up and created a poll)
 * Having a "Plan B" when planning to use iPads or technology (e.g. Popplet crashed, so have them make the same thing in PowerPoint)

__Reading__
Diagnostic reading assessments and how to use them DORA demo online -- [] DORA data reports -- []

__Assessment (only had time for #1, 2, and 6)__
1. Getting at the problem in writing assessment: Our personal experiences and issues in our classes


 * 2. Motivating students to succeed on assessments - the role of exemplars...a short analogy!**

3. Constructed response items (i.e. open-ended questions) -- individually as formative assessment and on formal tests -->Getting students to think at that level. What does it take?

4. Questioning strategies - see "Questions are the Answer" article by John Penick (in //The Science Teacher//)

5. Concept maps -- getting students to fully develop their ideas is difficult and grading them is even harder! Ideas generated: --->Model and practice as a class! Gradual release of responsibility, but release sooner for some than others. --->e.g. early on can give words to use in map --->Have students add to their concept map over a lesson/unit (can use different color for additional learning) --->Use Inspiration software to create maps using computer -- also will turn map into an outline for writing a paper! --->Compared sample rubrics for grading concepts maps

6. Notebooks -- how do you get students into the habit of expressing their ideas and doing extensive writing? Also took second look at grading students' writing in the notebook... e.g. How much weight is placed on the form and content of writing? Increasing the stakes over time in the "form and content of writing" sections of the notebook check Different forms of the notebook check.

7. Formal lab write-ups: Look at the Science Writing Heuristic again ("Claims-Evidence-Reasoning") compared to the traditional lab writeup (based on the Scientific Method). ---> Noted that the Science Writing Heuristic breaks up the traditional "Conclusions" section into multiple pieces: Claims, Evidence, Reflection, Explanation ---> Talk about how often we would do a formal lab writeup at the middle/high school level.

7. So what are expected to assess in the writing domain? e.g. grammar, etc. Looked back at the @Common Core Standards! ---> We found that they focus on ***CLAIMS, EVIDENCE, MEANING, REASONING*** for assessment and not things like grammar, etc.

__Wrap up__
Discuss artifacts, due dates, and CEUs --->Complete surveys and evaluations --->Videotaping --->Collect class set of student writing samples (Teachers can collect samples without permission; J.Geib will send permission slip to see which samples can then be provided to her.)