Step by Step instructions/guiding questions for creating a From LtoJ® Assessment *Note: these are the instructions for what needs to occur BEFORE you implement the assessment with your kids. Math examples are given; instructions can be adapted for any subject. Have you thought about ‘dotting’ your textbook? □ Determine your focus. Green dot on lesson that directly aligns to s/b…yellow that supports or would provide remediation/re-teaching material No dot: leave it alone! Ideally, standards and benchmarks would have been revisited for concern of gaps, overlaps and/or rigor. The □ nice part about spending common professional development time together is that the conversations you have will identify these potential problems. You can remediate them on the spot. Will you send a letter? □ How are you going to inform the parents of these end-of-the year expected learnings/skills? Will you simply send a copy of the district standards and benchmarks? Will you create a skill list (a/k/a refrigerator note)? Basically, you will have done this if you provide □ How are you going to inform the students of these end-of-the-year expected learnings? the parents with the proper materials. HOWEVER, specifically address these with your students. DON’T LET YOUR EXPECTATIONS BE A SECRET! □ Take a microscopic look at your standards and benchmarks. You may need to separate some of the See Appendix A benchmarks/indicators to make them measurable. Make note of these particular situations. Continuing to look at your curriculum □ document, you may decide that there are benchmarks/indicators that don’t lend themselves extremely well to this See Appendix B form of assessment. However, do note that there are ways to implement most all pieces; it just takes a little more up-front planning. One thing to note…there are □ definitely some that I would remove and NOT include on a skills assessment. That would be Create a second From LtoJ® just on basic facts; knowledge of basic facts. If you are keep the data separate from this. going to lump basic facts into a skills- based assessment, you won’t have reliable data. □ Start writing problems/questions for (I highly promote you using the four-questions format. Trust me, I think it will best serve your every skill. needs and make the data more reliable). □ What will students record their This can range from a piece of paper to a pre- answers on for this assessment? made form. I would HIGHLY recommend that teachers teaching from the same subject (at same grade How many problems will be level) assess on the same items each time. □ randomly selected each week? (in the case of skills, I would say 10 is high, 5 is minimum – if you don’t have at Randomize at the beginning of the year for all of the weeks school will be in session. One recommendation: if you are selecting 5, least 25 skills you are testing, please randomize 4 and leave the 5 th blank. That way revisit as you may not have separated you can have a TC (teacher’s choice). This way all accordingly). the teacher can immediately hit a learning target that has been a struggle in the past (week, month, etc.) □ Create a class-run chart This CAN be a poster, but it doesn’t have to be. If you choose to purchase the software, this can be updated and printed at the push of a button (to hang in the class). □ Create student-run charts Excel or Word works well. (Again, this can be created with the From LtoJ® software should you choose.) □ Histograms/Scatterplots I would really encourage the software. The Histogram is where you get the name From LtoJ®! □ Create a teacher item-analysis Remember, the software will generate reports that would take a lot of time otherwise. If you are going to use the software (specifically the item analysis portion) you WILL NOT want to create a teacher item-analysis. (You still will need to create one for the students) □ Create a student item-analysis This may be an exact replica of the teacher item- analysis, or it can be a simplified version (probably depends most upon the age of your students). □ Make necessary copies! Hold on to your hats! Get a ‘Jock Jams’ CD for celebration! Appendix A Look at the first, third and fourth bullet under Geometry. Examples like these will need to be separated on the assessment, i.e. you will need to write a questions that gets to the knowledge of a 1. line 2. ray 3. point 4. line segment If we lump these altogether, we won’t be able to pinpoint where success and problems exist. (It is not imperative to have these separated on a standards & benchmark document). Appendix B, page 1 The Data Analysis indicator of ‘solves problems using data gathered from charts, tables and graphs may not be as easy to assess under the format of From LtoJ®. HOWEVER, here is a way it can be… First off, I would separate this indicator into 1. charts 2. tables 3. graphs (you may even want to go further and break it into pie/circle, bar, line, pictograph, etc.) If using the four-question format (the example I gave you a second-grade sample of), I would have four different charts (one for A, B, C, D), four different tables (one for A, B, C, and D) and the same for graphs. Conducting a Google search you can find all kinds of graphs/tables/charts (if you don’t have existing sources). You can then create a problem based on those graphs, etc.. Make copies of each (you can probably print four to a page), laminate them, code them and when 6.A (for instance) is randomly selected, you would have an item ready to hand out for kids to actually hold and study. Appendix B cont. 6.A Solves problems using data gathered from charts. A. B. Distribute Chart 6.A.a Distribute Chart 6.A.b Ask: Using this chart, identify the top three selling brands of tennis shoes. (or something like that). C. D. Etc. 6.B Solves problems using data gathered from tables. A. B. Distribute Table 6.B.a Etc. C. D. 6.C Solves problems using data gathered from graphs. A. B. Distribute Graph 6.C.a C. D. For 6.2, provide students a circle/square/rectangle for them to The same type of thing can apply to benchmarks like… actually divide in to ½….then 1/3…and ¼…all in separate problems. If you lump all of these into one question, will be you be able to tell what the student is struggling with? 7.1, show students a Judy Clock. If students have to measure to nearest cm…give them something to measure…straw, strip of paper, etc. Keep these in a baggie ready to go!
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