Informal Assessments:
YAH, Assessments! I have various ways that I perform assessments with my students. Of course many of the times it is through bell ringers, entrance tickets, or exit tickets to check for understanding from the previous lesson or that day's objective. While in class though, I try various thumbs up or down, A, B, C, or D cards, white boards, class responses, cold calls, and volunteer answers. When reviewing material I like to play trivia, Who Am, I, Battle of the rows, or Jeopardy.
YAH, Assessments! I have various ways that I perform assessments with my students. Of course many of the times it is through bell ringers, entrance tickets, or exit tickets to check for understanding from the previous lesson or that day's objective. While in class though, I try various thumbs up or down, A, B, C, or D cards, white boards, class responses, cold calls, and volunteer answers. When reviewing material I like to play trivia, Who Am, I, Battle of the rows, or Jeopardy.
Let's test your knowledge with... TRIVIA
I love to play trivia when reviewing for exams or big quizzes. I usually have the students grouped in teams of 2-4. If I feel like the students need extra help, I do it individually. Trivia is set up to have about five rounds for each game. Each round students are provided with 5-10 questions and each question is worth 2 points. Each question is only displayed for 30 seconds so students need to make sure they are paying attention and answering quickly. At the end of each round the class reviews the answers and clarifies any confusions. The team with the most points at the end wins.
I love to play trivia when reviewing for exams or big quizzes. I usually have the students grouped in teams of 2-4. If I feel like the students need extra help, I do it individually. Trivia is set up to have about five rounds for each game. Each round students are provided with 5-10 questions and each question is worth 2 points. Each question is only displayed for 30 seconds so students need to make sure they are paying attention and answering quickly. At the end of each round the class reviews the answers and clarifies any confusions. The team with the most points at the end wins.
Who am I??
During Who am I?, students are presented with three clues. I present one clue at a time with the first clue being very vague and by the third clue it gets more specific. I usually have the students answer them on a white board paddle or on a post-it to be handed in to me.
During Who am I?, students are presented with three clues. I present one clue at a time with the first clue being very vague and by the third clue it gets more specific. I usually have the students answer them on a white board paddle or on a post-it to be handed in to me.
Formal Assessments
Students in my Biology 1 class have an exam every two weeks. In between, students usually will have a quiz. During each exam I collect their binders and check all of their work for that unit to make sure everything is completed and in order.
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For Anatomy & Physiology, students have a lab and exam after every system. Depending on the system this can vary between 2-3 weeks for each exam. Students are given weekly "checkpoint" quizzes to check for understanding of the system and for them to make sure they are studying and preparing for their exam. For their nine-week testing and midterms I give them project based assignments. The students have to pick a system, design and label a poster portraying the system, create a presentation for the class about the system (pretending like we know nothing about it), and write at least a one page paper explaining what they learned in the system.
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