assess5

**Exploring assessment strategies** Write your goals into the spaces on the left and then, list strategies that you could use to assess student learning. Be sure to keep in mind the context and constraints of your course. Go to the course plan that you have developed iand add assessments as appropriate. You may decide that the student activities and assignments you have planned are sufficient to meet your goals, or you may decide that you need to add more and/or different strategies. This table helps to make sure that your assessments are aligned with your goals. For each assessment, consider what the balance of lower order and higher order thinking required for the assessment. ** Evaluative assessment **  provides teachers with curricular feedback (e.g., the value of a field trip or oral presentation technique)
 * Formative assessment ** provides diagnostic feedback to students and teachers at short-term intervals (e.g., during a class or on a weekly basis)
 * Conferencing while using FWC,
 * Jing videos and image captures
 * Anecdotal records from class and small group discussions
 * Student reflections - writen and oral
 * Summative assessment ** provides a description of students' level of attainment upon completion of an activity, module, or course
 * Portfolio of worksamples (minimum 5 tasks) with written description and reflection (educative assessment)
 * Unseen problem solving activity requiring use of FWC
 * Likert scale survey of students
 * Tabulation of student achievements across activities
 * Educative assessment ** integrated within learning activities themselves builds student insight and understandings about their own learning and teaching. In short, assessment IS a form of learning.

Construct and read graphs || Conferencing while using FWC including use of Jing || Portfolio of worksamples || Unseen problem solving task ||  ||   || Identify key elements leading to effective problem solving || Use of Jing to record approaches to problem solving ||  || Unseen problem solving task || Anecdotal records from class discussions ||   || Communicate strategies for working using appropriate mathematical language || Conferencing while using FWC || Portfolio of worksamples || Unseen problem solving task || Anecdotal records from class discussions ||  || Use FWC successfully as a tool for learning and demonstrating learning || Conferencing while using FWC || Portfolio of worksamples || Unseen problem solving task || Anecdotal records from class discussions ||  || To identify the possible uses of algebra in real world circumstances || Student reflections || Portfolio of worksamples ||  || Anecdotal records from class discussions ||   ||
 * || **assessment strategy 1** || **assessment strategy 2** || **assessment strategy 3** || **assessment strategy 4** || **assessment strategy 5** ||
 * **overarching goal 1**
 * **overarching goal 2**
 * **overarching goal 3**
 * **ancillary skills goal 1**
 * **ancillary skills goal 2**