Listening A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance e. I can catch the main point in short, clear, simple messages and announcements. B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion. How familiar are students with important names, events, and places in history that they will need to know as background in order to understand the lectures and readings e.
How are students applying knowledge and skills learned in this class to their own lives e.
To what extent are students aware of the steps they go through in solving problems and how well can they explain their problem-solving steps e. How and how well are students using a learning approach that is new to them e.
Using Specific Types of CATs Minute Paper Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment.
Give students one to two minutes to write a response on an index card or paper. Collect their responses and look them over quickly. Their answers can help you to determine if they are successfully identifying what you view as most important.
Muddiest Point This is similar to the Minute Paper but focuses on areas of confusion. Problem Recognition Tasks Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class.
Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem.
Documented Problem Solutions Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step. Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework.
Directed Paraphrasing Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words e. Provide guidelines about the length and purpose of the paraphrased explanation.
Applications Cards Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.
Student-Generated Test Questions A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam.
Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam. Below are some strategies that you can use to do this. Complete the assessment task yourself or ask a colleague to do it to be sure that it is doable in the time you will allot for it.
From Angelo, Thomas A.
A Handbook for College Teachers.This new assessment system is known as Assessment Without Levels. In the past, assessment levels (2a, 2b, 2c, for example) have had no direct correlation to the curriculum.
The ‘new’ assessment system is now directly linked to year group national curriculum objectives. I devised this writing assessment system for two reasons - to allow pre-level 1 writing to be assessed at KS1 without recourse to P levels or FSP points (neither of which marry up accurately with levels 1 and above), and to show a clear progression in eac 5/5(10).
Teachers have always wanted a way to document how a student reads, and although it is possible to record a child's reading on audiotape or videotape, that solution is unreasonable considering how many students are in an average classroom.
Year 5 Writing. View. Year 5 Maths. View. Best Practice for Exemplar Performance Standards An curriculum and assessment framework for reading, writing & maths for key stages 1 & 2 with learning objectives and KPI along with exemplar standards for each objective.
CONFERENCE YEAR website maintained by LOCAL WEBMASTER CONTACT PERSON and Brad Sietz.
|Asking Appropriate Questions in CATs||Studying[ edit ] The number of A-level exams taken by students can vary.|
|LOEX Annual Conference - Breakout Sessions||By using this IS which includes any device attached to this ISyou consent to the following conditions:|
|Ideas from the Field||Use of persuasive structures Beginning writers can benefit from being taught how to use structured scaffolds.|
|You are here||Another method is to make a written representation of the child's reading, commonly known as a running record.|
|Assessing the writing task||Obesity[ edit ] Obesity is a major risk factor for a wide variety of conditions including cardiovascular diseases, hypertension, certain cancers, and type 2 diabetes.|
website maintained by LOCAL WEBMASTER CONTACT PERSON and Brad Sietz. The running record assessment forms provide a book introduction, the typed text, a sidebar of reading characteristics, a scoring guide, comprehension questions with sample responses, and space to take notes and to jot student responses.
A Teacher Guidebook for Levels A-K and one for Levels L-Z+ is.