Professional Documents
Culture Documents
I. Checklists
#1. This site is designed to create flexible and easily customized checklists for performance
tasks; however, the checklists could be used in class as informal assessment for other types of
tasks as well. http://pblchecklist.4teachers.org/index.shtml
Support/Explanation
counterargument
opposing view pt
Answers the ?
multiple para
formal style
transitions
cites text
AC (Y/N)
Student
Percent
Period
claim
#1bThis was used to track pre/post data for both the writing that was done for the argument
unit and the test that was given.
PercentPre-Writing Assessment
PercentPost-Writing Assessment
Post-Test
AC (Y/N)
Student
Pre-Test
Period
#2Could be used for a ticket out the door or other strategy. As you read the tickets out the
door, make three piles for each of these descriptors. You can transfer the names to the chart or
just use the pile to guide instruction and possible groupings for the following day. You can
decide whether or not you need to actually complete the chart.
Student
Notes
Demonstrated a
Demonstrated Deep
Demonstrated Little or
Response
Response
Response
Understanding of the
Understanding of
Developing
No Understanding of
Concept
the Concept
Rating
4 Provides information for all 4 parts of the organizer
All content is correct.
Neatly completed and easy to read.
Goes beyond the minimum requirements.
Shows a depth of understanding and thought.
Responses are accurate but are unique.
4 sources used.
3 Provides information for 3-4 parts of the organizer.
1 or 2 errors in content.
Easy to read.
Responses show some depth of understanding and thought.
3 sources used.
2 Provides information for 2 parts of the organizer.
3 or 4 errors in content.
Easy to read.
Responses show little depth of understanding and thought.
Responses are basic.
2 sources used.
1 Provides information for 1 part of the organizer.
5 or more errors in content.
Difficult to read.
Doesnt meet the minimum requirement.
Responses are basic and expected.
1 source used.
IVSkill Checklist
You can use one of these per student, or you can flip it to use like the attribute chart in II.
Change the goals to address the skills or concepts practiced/demonstrated when the strategy is
used.
1. If the goal is to have informal, formative data to drive instruction and to allow you to quickly
see what the students know and understand, this will work. If the goal is to have a summative
grade, you would not want to use something this simple.
Question YesNoStartingtoComments
Doesthestudentlist
threefactsthatthey
knowabouttheskill
inwhichwehave
discussed?Free
fromerrors?
Didthestudent
connectourcurrent
skilltotwoother
skillspreviously
learned?Do
connectionsmake
sense?
Doesthestudent
askaquestionthat
isrelevantto
materialand
thoughtprovoking?