Assessment

Give students opportunities to show what they know and reflect on their progress towards mastery of standards.

Tips:

• Carefully align any assessments to your learning objectives.

• Assess prerequisite skills prior to being taught, so that the data can be used to inform instruction in real time.

• Use a platform or format that allows students to show their mathematical thinking.

• Use exit tickets and other quick formative assessments to check for understanding of a lesson objective.

• Select fewer problems to allow students to show multiple strategies and a deeper understanding. Avoid full length pre-tests or post-tests.

• Encourage students to take ownership of their learning by giving them opportunities to self-reflect on their understanding of learning intentions/objectives.

Assessment Resources:

• K-6 Assessment of Prerequisite Skills (Seesaw Example, Google Slide Example)

• Digital Formative Assessment Check-In/Exit Ticket (Seesaw Example, Google Slides Example)

• K-6 SVUSD Modified Chapter/Unit Tests (Seesaw Example, Google Slide Example)

Reflection Resources:

• 3rd-6th I Can Statement Reflections on Google Sheets (Example, Teacher Directions)

• K-2 I Can Statement Reflection on Seesaw

Give students opportunities to show what they know and reflect on their progress towards mastery of standards.

Tips:

• Use exit tickets and other quick formative assessments to check for understanding of a lesson objective and essential question.

• Ask students to reflect on lesson objectives and essential question.

• Encourage students to take ownership of their learning, and reflect on how they are doing in specific objectives.

Weekly Assessments and Unit Assessments (recommended)

• Each unit has two Weekly Assessments based on the instructional content and skills taught in Week 1 and Week 2.

• In Week 3 there is a Unit Assessment

• These assessments are intended to provide formative information to help guide instruction as students work through each unit—essentially, to see if students understand what has been taught so far.

• Information from these assessments can help teachers decide whether to revisit some of the material in the unit or approach it from a different direction in the following week or emphasize skills that repeat in later units.

Assessment Resources:

• *Acadience Assessment Guidance*

• About Test Taker in Benchmark

• About Grading eAssessments in Benchmark

• About Reports in Benchmark

• H-SS Simple Assessment Guide

Assessments should always be aligned with the unit/chapter’s 3D Performance Expectation.

Elements:

• Use Scientific Writing: claim-evidence-reasoning (CER) to allow students to show their understanding of content.

• Allow students to make claim-evidence-reasoning (CER) statements verbally to show their understanding of science content- record on SeeSaw, Flipgrid, Quicktime, within a live Zoom or Google Meet.

• Use Amplify Critical Juncture assessments throughout units as a formative assessment to then differentiate instruction.

• Use End-of-Unit assessments as a summative assessment of the Unit Performance Expectations

• Use Amplify teacher assessment guides and rubrics to evaluate student mastery of NGSS performance Expectations.

Resources:

• Amplify Program Guide on Assessments

• Amplify Rubrics for the Science and Engineering Practices

• Amplify Rubrics on Assessing Information Literacy

• Amplify 3-D statements highlight unit Science and Engineering Practices in blue