Assessment Portfolio

Saturday, April 23, 2016

Using technology in our education system.
What do you use and why?

Posted by Dr. Moody at 8:20 AM No comments:

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Powerpoint Game

Link to Powerpoint Game

About Me

Cheryl Wilkinson

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Placement Test Video

Placement Test

Writing Assignment and Rubric

Writing Assignment

You will write an original story (narrative or non-fiction) on any topic of your choosing. This assignment is focused on three of the 6+ writing traits that we have been learning. You may handwrite or type your story or publish it in any digital format of your choosing (www.storybird.com). I will be grading you on an inviting introductory sentence that clearly previews the rest of your story. I will be looking for a variety of transition words and details that are placed in a logical order. I will look for correct use of capitalization and punctuation as well as vivid word choice. Have fun creating your stories!

RubiStar

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

6+1 Trait Writing Model : Storybird Story

Mrs. Wilkinson

CATEGORY	4	3	2	1
Introduction (Organization)	The introduction is inviting, states the main topic and previews the structure of the paper.	The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.	The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.	There is no clear introduction of the main topic or structure of the paper.
Transitions (Organization)	A variety of thoughtful transitions are used. They clearly show how ideas are connected.	Transitions clearly show how ideas are connected, but there is little variety.	Some transitions work well; but connections between other ideas are fuzzy.	The transitions between ideas are unclear or nonexistant.
Sequencing (Organization)	Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.	Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.	Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Word Choice	Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced.	Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone.	Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.	Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning.
Capitalization & Punctuation (Conventions)	Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.	Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.	Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.	Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow.

Chapter Test

Name: _______________________________________

Date: ________________________________________

EDUC 5483

Chapter 3 Test

True or False

Determine if the following statements are true or false.

1. __________ The first basic step in classroom testing is to determine the purpose of measurement.

2. __________ A final test or assessment should be the same test used in pretesting.

3. __________ Diagnostic testing is a highly specialized area that has been somewhat neglected in educational measurement.

4. __________ A basic principle when selecting test item type is to select the type that provides the most direct measure of the intended learning outcome.

Multiple-Choice

Choose the letter that best answers each question.

5. __________ All of the following are common clues in test items Except:

A. Grammatical Consistency

B. Specific Determiners

C. Verbal Association

D. Length of Correct Answers

6. __________ All of the following are examples of objective test items Except:

A. Short Answer

B. Matching

C. Performance

D. Multiple-Choice

Short Answer

Fill in each blank.

7. Determining whether a student has necessary prerequisite skills and determining extent of student knowledge are two reasons to administer what kind of assessment? _________________________________________________________________________________

8. What type of assessment task can supplement objective test questions to ensure that broader learning objectives are given attention? _________________________________________________________________________________________________

9. Name one of the three weaknesses that extended essay questions have. _________________________________________________________________________________________________

10. Name a barrier in test items and assessment tasks. _________________________________________________________________________________________________

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