Assessment+Tools

This probe asks students to choose items from a list which produce sound using vibrations. It's purpose is to reveal students' ideas on how sound is produced and whether they are aware that sounds are a result of vibrations. || //**#45 - Popsicle Stick Questioning**// This tool will be used after the lesson in order to assess what students have learned. Students' names are written on popsicle sticks and put in a cup. A smaller cup is placed inside that cup and a few names who the teacher wants to be sure to call on are put in the smaller cup. The purpose of this assessment tool is to encourage all students to think about and form ideas and answers to questions. It still allows for random questioning but also ensure that the teacher can call on specific students if he/she sees it as necessary.
 * Formative Assessment Probe || //#4 - Making Sound// (Volume 1)
 * FACTs from Keely Book || __**Meagan**__

//**#66 - Traffic Light Cups**// This assessment tool was one which was used towards the beginning of our demo lessons in science. I really like it and, since my box activity involves groups and centers, I thought it would be a good one to use. I will put a set of "traffic light cups" at each station during my lesson. This tool allows students to share their level of understanding of an activity with the teacher and allows the teacher to assist those in highest need first.

__**Jessica**__

For this topic, students will be provided a list prior to the lesson, in which they will check off everything that they believe makes vibrations. The justified list is used to elicit students’ prior ideas about the topic. If the list shows that the students have a narrow prior knowledge of the concept, the teacher will know to cover the big ideas and generalizations of this topic. The list can also be used to develop inquiry towards observations.
 * 30 Justified List**

Students will view a cartoon in which several characters are stating closely related, or completely opposite conceptions about the topic or a stated question. The students will read the cartoon and decide which character their ideas are most closely related to. This FACT can be used at the beginning or throughout the lesson. The teacher will circulate and listen to ideas as the children discuss which cartoon character has the same idea that they do about the topic/stated question.
 * 1) 9 Concept Cartoon

__**Jamie**__

This is a anonymous technique used to get a quick read on the different ideas students have in class. It provides a safe, fun, and engaging way for students to make their ideas known to the teacher and the class without individual students being identified as having "wild" or incorrect ideas.They write something on the paper either about the topic or a answer to a question asked then crumple their paper and toss it. Then we each get a piece of paper and read the answers or things learned. I would go over all my lesson and at the end have them write one thing about what they learned during that lesson and then have them toss it and have a few students read what they got. I like this because it gives students a chance to express themselves without a worry of being incorrect.
 * 7 Commit and Toss**

Is a way to gauge students interest in the topic being taught. It uses a chart with a marked scale in which students place Post-It notes on a scale of low to high to indicate their level of interest in the topic being studied. Helps you identify the level of interest before instruction. I would bring in a homemade chart with something to do with sound on it and ask the students on a scale of 1 (low) to 10 (high) how knowledgeable and interested they were in sound. I would give them a post it note and have them write a number 1 -10 on the post it and then go around and collect them and post them on the chart so no one has to worry about everyone else seeing them put it up there. We will see what the average is and then at the end revisit and see how they feel after the lesson.
 * 26: Interest Scale**

__**Gretchen**__

This provides the opportunity for students to examine others ideas and compare them with their own thinking.This helps students build on their classmate knowledge and allows them to add new ideas of their own. The FACT encourages students to move beyond recall since they must first synthesize and evaluate what others have recorded before adding their own ideas. This activity begins with a question printed at the top of a paper, and then is circulated from student to student. Each student responds with a sentence related to the question and passes it own to the next student. When a student receives the "Chain of responses" a student adds a new idea or thought about the question. I would then take up the paper and review the answers from the class. This would help me see if they are understanding the concept or if it would need more to explain the concept.
 * 6 Chain Notes**

Students are photographed during the activity and then given the photograph. The students are then asked to describe what they were doing during the "inquiry moment", and write their description under the photograph. The students will have a high level desire to explain what is going on in the picture when they were part of it. This fact will encourage reluctant writers to write a more vivid account of their experience. I would then take up the pictures and see what the students wrote in explaining the activity they were involved in. This would show how much the student really understood of the activity being taught. ||
 * 42 A Picture Tells A Thousand Words**
 * Standardized Test Items || __**Meagan**__

__**Jessica**__ __**Jamie**__ __**Gretchen**__



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