Which of the following is not considered an advantage of interim assessments?

Interim assessments allow quality opportunities for teachers to scaffold information to best support students.

Interim assessments provide a road map for further instruction.

Interim assessments hold both teachers and administrators accountable for student learning.

Interim assessments provide the opportunity to prepare students for STAAR and EOC assessments.

Why might it be important to create an interim assessment before teaching a new unit?

The rigor of the interim assessment will dictate the rigor of the material taught in class.

Teachers will maximize grading time by already having an assessment, rather than creating an assessment later.

Teachers can use the interim assessment to have time to teach students how to solve specific questions for future better results.

When the interim assessment is created first, teachers have time to check that the assessment will not match the end-of-year standardized test.

When using multiple choice questions for assessments, what "defines the rigor?"

The use of diagrams, graphs or charts

The length of the question asked

The implementation of scaffolding

In an open-ended question, what "defines the rigor?"

The requirement for the length of response

The amount of vocabulary words in the given writing prompt

Which of the following is NOT one of the "five core drivers" for interim assessments?

Assessments should align with state test standards in content, rigor and length, but should not align to standardized tests such as the SAT or ACT exams.

Assessments should continuously reassess previously taught standards.

Assessments should apply to all students in a grade level and should occur every 6 to 8 weeks.

Assessments should align to grade level and state standard content expectations.

What can a teacher do to directly apply his/her learning about the principles of interim assessments right away?

The teacher can locate the latest released STAAR test (or related standardized test) to plan instruction that will teach students the skills needed to master the content.

The teacher can call Dr. Kunders and tell him that he/she just can't apply the principles of assessments and will have to give up.

The teacher can look at the STAAR test data of last year's students and analyze the skills that those students did not master.

The teacher can use the TEKS to plan rigorous instruction for students and write assessments according to the skills that were taught.

What is one way that campus leaders can best support the implementation of interim assessments?

Campus leaders can observe teachers (and provide support) to ensure that classroom instruction and activities are meeting, or exceeding the rigor of the interim assessments.

Campus leaders can observe teachers and point out flaws in the teacher's learning objectives to ensure the objectives align with a learning standard correctly.

Campus leaders can attend RTI meetings to analyze the data of students who failed the interim assessments at the end of the grading period.

Campus leaders can write the assessments themselves and deliver the assessments to teachers at the end of each six-week grading period.

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Electrostatics The section of CBSE Class 12 Physics electrostatic potential and capacitance notes mainly deals with the in-depth analysis of electromagnetic phenomena when they are not performing any movements. Additionally, it is divided into ten further sub-topics to study the companion processes of reaching the state. These are - 1. Electric charge In this section of Physics ch 2 Class 12 notes, you get to learn about the basic features of electric charge and its expression in Physics. Along with its basics, the sections help to understand the full potential of charge. Different aspects of Charge included in Class 12 Physics Chapter 2 notes are - Definition Type: Positive and Negative Charge Unit and dimensional formula Point Charge Properties of Charge Comparison of Charge and Mass Methods of Charging Electroscope 2. Coulomb's Law Force is created when charges of opposite signs attract each other, and they repulse if the signs are the same. 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In the notes for electrostatic potential and capacitance, you will find proper solutions accompanied by clear and crisp diagrams for better understanding. 8. Gauss's Law Apart from just discussing the Gauss's Law, in Physics Class 12 ch 2 notes there is a thorough explanation of its properties and applications. The Gauss' Law states that net electric flux passing through a hypothetical closed surface is equal to the net electric charge present within the same closed surface. Being a broad part of the whole chapter, you may need to spend a little more time on it. Moving forward, it starts discussing the properties of conductors in relation to Gauss's Law. The Class 12 Physics notes Chapter 2 perfectly defines the journey to Gauss' Law from Coulomb's Law. Here is the Gauss's Law present in the Class 12 Physics ch 2 notes, (image will be uploaded soon) 9. 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A square having a side of 10 cm has a 500 µC charge at its centre. Determine the work done to move a charge of 10 µC between two points that are diagonally opposite each other on the square. At an equatorial point, what will be the electrostatic potential because of an electric dipole? Calculate the work done to move a test charge, q, through a length of 1 cm along the equatorial axis of an electric dipole? Polarisation A capacitor has its plates enclosed in a medium that can be filled by insulating substances. A net dipole moment is then induced by an electric field in the dielectric. This event causes the field in an opposite direction. Equipotential Surface An equipotential surface is a type of surface where the potential always has a constant value. If considered as a point charge, the concentric spheres that are centred at a particular area of this charge are basically equipotential surfaces. 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