assessment #1 - kohelet prizekoheletprize.org/media/compartmentalized-assessment-data...name: sample...
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Data. Data. Data. The only way we can educated our students effectively is to first understand what type of education they need. That means, we must accurately assess students for each of the domains that we wish for them to master, share a common language for communicating proficiency so the data is transferable across classes and grades, and ensure that the data is accurate. This lead us to redesign our assessments using a compartmentalized template. Every Talmud test consists of a Content, Vocabulary, Functional Structures, and Reading section. I also identified the minimum number of questions that are needed to give students a chance to reach all levels of the proficiency rubric (11 questions). For example, if only 6 questions existed in any given section, getting one answer incorrect will result in a score of 83 which is on the lower level of proficiency. The design also corresponded to the workflow of the teacher when it comes to inputting grades into the personalized learning gradebook (which can be found in a separate document in the entry submission). It shaved hours of prep time for the teacher because the design makes it easy to count how many questions a student got right in each section, which is what is required to be inputted into the gradebook. It also makes it possible to fill out the data card which has been met with incredible support from the students. Each assessment has a data card attached detailing how students performed in each domain and teacher’s recommendations on how to improve. This also includes data from the survey section of the assessment, which can be found in the back of the test. The survey gives the teacher insight into the study habits and non-academic variables that contributed to student performance. Teachers use the information from the survey to make the best recommendations for students. The data card is presented and discussed at student conferences which occur every 3 weeks. On the next page is a sample data card. Notice how students who receive a “good grade” will now notice that a “good grade” can also require improvement in specific areas. Additionally, students who got a “bad grade” could be quite proficient or even advanced in certain domains and incredibly challenged in others.
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NAME: Sample Student A (Real Scores)
Percentage Proficiency Notes
GRADE 87 2 - Advanced
Content 86 3 - Proficient
Functional Structures 100 1-Mastery
Vocabulary 79 4 - Approaching Proficiency
Studying Notes Only student to receive a 100 on Functional Structures! Kol Hakavod! Student needs to spend personalized time practicing vocabulary. Exit Ticket to assess progress. Group #2 for small group discussion on content to enrich
Name: Sample Student B (Real Scores)
Percentage Proficiency Notes
GRADE 77 4- Approaching Proficiency
Content 82 3 - Proficient
Functional Structures 43 5 - Needs Remediation
Vocabulary 100 1 - Mastery
Studying Notes Group #3 - Small group remediation for functional structures. Re-assess after remediation and in-class practice.. Pair up with (student C) who mastered functional structures and needs vocab help.
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Assessment #1 Full Name:
Content Knowledge
2. What is "Mishna"? What purpose does it serve? ____________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________
3. Who compiled the Mishna? ____________________
4. What is "Gemara" and why was it created? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. What is the difference between a בריתא and a מדרש_? ____________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________
6. The following terms are acronym: .אמד"ט , ש"ס, תנ"ך . What is the Hebrew name for "acronym" that we learned about in class? _________________
7. Explain what each acronym stands for:
a. תנ"ך ________ ________ ________
b. ש"ס ________ ________c. אמד"ט ________ ________ _________ ________
1. Explain the relationship between תורה שבכתב and .תורה שבעל פה Include in your answer: Who created each one and what how does תורה שבעל פה interact with תורה שבכתב____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What מסכת are we learning?
______________
What פרק are we learning? (number and name)
_______________________
What does this פרק discuss?
__________________________________________
8. Match the type of Rabbi and the book they contributed to with
connecting lines
Tanna Gemara
Amora Mishna
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Functional Structures
Content Knowledge Continued
9. The first Mishna outlines a list of items that you can keep if you find them. Explain the reasoning behind why you should be allowed to keep these items. Please include in your answer the terms : ,יאוש, הפקר and סימן ____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
10. What does Rabbi Yehuda add to Rabbi Meir's ruling? _______________________________________________
____________________________________________________________________________________________
11. Provide an example of an everyday item that you use either in school or at home that, according to Rabbi Yehuda, you would have to announce if found. Explain why that item must be announced.____________________________________________________________________________________________
____________________________________________________________________________________________
מסככין בנסרים. דברי רבי יהודה. ורבי מאיר (אומר) אוסר. נתן עליה נסר:שהוא רחב ארבעה טפחים. כשרה. ובלבד שלאי ישן תחתיו
1. Which words came from Rabbi Yehuda? ________________________________________________
2. Which words came from Rabbi Meir? ___________________________________________________
3. Out of the following three terms, circle the one that does not belong. Explain your answer as to why the term you chose does not belong with the other two. Use complete sentences.
הרי חייב כיצד
______________________________________________________________________________________________________________________________________________________________________
For the following two questions, use the separate AMDAT Chart that was provided to you:
4. Take an AMDAT Chart and fill it in to the best of your ability. Use your functional structures that we learned. Each box in the chart will count as its own question.
5. On the same AMDAT Chart, list the functional structures that you found in the Mishna and write them in the box that it helped you fill out. For example, if you found a functional structure for an ,אומר write the specific functional structure in the specific box in the אומר column that it is associated with.
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Vocabulary
1. What is השבת אבידה -?
______________________________________________________________________________
2. What is הכרזה -?
______________________________________________________________________________
3. Process of a person giving up hope on finding an item (Check off the correct answer):
יאוש ____ מציאה _____
מוצא ____ סימן _____
6. An identifiable feature (Check off the correct answer):
יאוש ____ מציאה _____
מוצא ____ סימן _____
refers to "An item "סימן" .4that was found" (Circle the correct answer
TRUE FALSE
refers to "when the "הכרזה" .5item that was found changes its features"(Circle the correct answer
TRUE FALSE
7. What does ליה mean?
__________________________
8. What does היכי mean?
__________________________
9. What does לן mean?
__________________________
Check off the correct) להו .10answer):
To Her ____ To Them____
To Us ____ To Him _____
Check off the) נמי .11correct answer):
If ____ How?____
Also __ Even ____
Check off the) אי .12correct answer):
If ____ How?____
Also __ Even ____
"means "Even "אפילו" .13(Circle the correct answer
TRUE FALSE
"means"To Her "לה" .14(Circle the correct answer
TRUE FALSE
"?means"Where "היכי" .15(Circle the correct answer
TRUE FALSE
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Share Your Thoughts
1. How long did you study for this test? What did you do to study?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Did you think this test was fair. Explain.? _______________________________________________
____________________________________________________________________________________________
3. What could you have done better, both in class and at home, to have performed better on this assessment?____________________________________________________________________________________________
____________________________________________________________________________________________
4. Which of the three tested domains did you feel most confident (Content, Vocabulary, Functional Structures)?____________________________________________________________________________________________
____________________________________________________________________________________________
5. Which of the three tested domains did you feel most concerned about (Content, Vocabulary, Functional Structures)?____________________________________________________________________________________________
____________________________________________________________________________________________
6. What can I, as your Rebbe, do better to help you improve your skills and learning?____________________________________________________________________________________________
____________________________________________________________________________________________
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(א) אלו מציאות שלו ואלו חייב להכריז. אלו מציאות שלו מצא פירות מפוזרין. מעות מפוזרות. כריכות ברשות הרבים. ועגולי דבילה. ככרות של נחתום. מחרוזות של דגים. וחתיכות של בשר. וגיזי צמר הבאות ממדינתן. ואניצי פשתן ולשונות של ארגמן. הרי אלו שלו דברי רבי מאיר. רבי יהודה אומר כל שיש בו שינוי חייב להכריז. כיצד מצא עגול ובתוכו חרס. ככר
ובתוכו מעות. רבי שמעון בן אלעזר אומר כל כלי אנפוריא אין חייב להכריז:
סדר מסכת פרק משנה
טעם דין מקרה אומר
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