Questions about the matrix
does ‘support your answer’ always fall into ‘far transfer’?
what does near and far transfer mean?
what mode of assessment works best for middle school students?
can a selected response go beyond recall and inference?
what do you fill into the empty boxes? just a check mark or a score?
how does a teacher include a variety of each format? throughout the year?
i wonder if gold standard pbl checks all of the boxes.
i wonder what an ill-structured problem looks like.
can assessments overlap in categories?
mini and informal assessments are under-utilized
i see the need for a variety of assessments
making a product leads to ‘far transfer’
we cannot teach apart from context
i think i can combine several types of responses into one test
i think teachers need great intuition, awareness, and training to select appropriate assessments for different tasks
Today was a robust, action-packed day #2 of pre-planning. Front-loading and launching the key initiatives for the upcoming semester, communicating the basic “housekeeping” items, duties + red binders (Thank you Mel), preparing for R & D teams (Thank you Angél), and getting CPR (re)-certified (Thank you Anne-Brown and Patsy). Here are the slide presentations for Advisory (Thank you Max and Tasha), Visible Thinking (Thank you Ann and Charles), and Eportfolios (Thank you Katie).
Opening Session Agenda:
2) Special Guests: Hillary Clinton and Donald Trump lead us in icebreakers (Thank you Matt & Laura)
3) Circle up and introduce yourself
4) Play game “Would you rather”
– Apples, Oranges, Peaches
– 70s, 80s, or 90s
– Bring back Chris Farley or John Candy
5) Tips for how to get the most out of your pre-planning experience
– Accept the calendar invitations (and notice details ie location)
– Make wise use of your “GTD” (Get Things Done) times
– Be early/on time and ready to contribute, move us forward
– Look for someone to help
6) Inspiration: Share about “Raiders Guys” and compare to Gold Standard PBL
7) Break and Transition to PBL Session w/Jenny & Maggie