Midterm Test Review Game

An LO/LT is more specific and measurable than Ed Goal/Aim

An Ed Goal/Aim is what teachers develop to assess students so teachers can see whether to move on to the next lesson.

There is no difference; they both have to do with what students accomplish at the end of teaching.

An Ed Goal/Aim is more specific and measurable than LO/LT'

A list of skills that show where teachers might choose to formatively assess their students.

The sequence of skills learned by a certain age group/class. Standards show this.

A method that can be used to show which students are able/ready to move on to the next level of learning.

A broken down ordered set of the necessary skills needed to achieve a learning target/objective that ideally can be used for formative assessment opportunities.

Outcomes from an assessment that might have both expected and unexpected consequences.

Outcomes that show the students what is important so they know what to study in the future.

Outcomes that, when the assessment results are valid, can lead to increasing motivation and learning.

Outcomes that share what students did wrong and did not understand so that the teacher can adjust his or her teaching to better meet student need.

Essay and brief constructed response

Essay and Oral Response

Essay and Performance

Essay and Selected Response

One where students are all given an equal opportunity to show their knowledge. The assessment is unbiased, nondiscriminatory, and not influenced by unimportant or subjective factors.

One where there is a combination of validity, reliability, and fairness.

One where the teacher has carefully crafted the assessment to be as certain as possible about the correctness/ appropriateness of the consequences, uses and inferences of the assessment results. The assessment measures the intended outcomes.

One where students are given clear, specific directions about expectations on the assessments. Questions and other directions are also clear. A teacher is able to feel fairly confident about their decisions about student learning made from the assessment.

It is feedback that includes information and detail about what makes an answer wrong or right and may include information on how to improve performance in relation to meeting the standard, LO/LT, and/or specific criteria.

This is feedback that compares student work to their own previous work/performance, helping the student see their growth/progress on the work.

It is feedback that provides guidance to the student in getting to the right answer.

It is feedback that highlights errors in their response/performance without telling the student how they might improve.

This describes daily notes taken about observations made during classes. Seeing if students are engaged, confused, bored from facial expressions, body posture, etc and using that information to determine possible next steps in teaching.

Planned assessment such as homework, quizzes, tests. Information can be used for feedback but is often delayed. Information learned about learning is used as evidence and can be used as ways to determine next steps in teaching.

This describes the process of asking clear, open questions that match the learning targets and assess both knowledge and basic understanding as well as reasoning and deep understanding. This may either be oral, peer, or activity based. Feedback is provided immediately and information gathered is used to determine next steps in teaching.

Can be completed on the fly or planned, informal, and includes learning activities/in class work. Evidence is collected through observation, oral questioning, and monitoring activities. Immediate feedback is a crucial part and information is used to determine next steps in teaching.

Hold conferences with students in addition to written feedback so that you can provide verbal feedback to the students which allows for differentiated needs.

Spend time every night going through that day's home/school work so that students can get feedback quickly.

Understand the specific learning target/objective that you want your students to achieve, know the steps/achievements students much reach to meet the target, anticipate areas where students might struggle and anticipate and prepare feedback that you think would be helpful for students to grow in their ability to meet the LO/LT.

Make sure that the feedback provided includes specific things student can do to improve future performance in the future. Provide actionable feedback.

It is a taxonomy that takes Bloom's levels of thinking in combination with different dimensions of knowledge to classify the levels or types of learning objectives. Essentially it asks teachers to consider this two-dimensional framework when crafting learning objectives/targets.

It is a taxonomy which incorporates new ideas about the levels and types of knowledge into the writing of learning objectives/targets.

It is a taxonomy that states that learning objectives/targets should have a noun that describes the type of knowledge needed as well as a verb that describes the level of thinking needed.

It is a taxonomy that includes the domains of knowledge with the levels of processing as a method of classifying learning objectives/targets.

Curriculum reflects politics, economics, history, new developments, the culture of the time and area, new educational thought, initiatives, etc. Curriculum in a constant and ever evolving thing because of our ever evolving and changing world.

There isn't just one, but many reasons that a curriculum is developed and/or changed. Technology is definitely one of them as is the standards movement. There are lots of reasons!

The standards movement and specifically the common core had a lot of influence in the updating of and creation of curriculum.

Technology is one of the biggest reasons that curriculum has changed in recent years. Schools and teachers must address the new resources and methods of learning that technology has brought in to being.