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Using Graphic Organizers to Assess Student
Understanding
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Formative AssessmentPart of the instructional process. Informs teachers and students about student understanding.Provides information needed to adjust teaching and learning to ensure students achieve standards-based learning goals.
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Graphic OrganizersPictorial or graphical ways to organize information and thoughts for understanding, remembering, or writing about. Classify ideas and help communicate effectively. Can be used to:
help in problem solving and decision makingstudyingplanning research brainstorming
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Why GOs for Assessment?Show the order and completeness of a student's thought process. Easy to readUse short words or phrases - good for many types of learnersDemonstrate authentic student knowledge
Show student understandingMore than copy or rewrite
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Concept MapsBubbles that contain a concept, item or question and links. Links are labeled to explain the relationship between the concepts. An arrow describes the direction of the relationship and reads like a sentence.
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Vee Maps for your Classroom
Roehrig, Luft, Edwards. (2001, Jan.). Versatile vee maps. The Science Teacher. 28-31
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Vee MapsThe Vee diagram has 1. A conceptual (thinking) side2. A methodological (doing) side 3. These sides interact through the use
of the focus question that relates to the events and/or objects.
4. At the point of the V are the events and/or objects that are to be observed.
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Venn DiagramsUseful for comparing two things. For younger students: Colored yarn for circles and pictures.For older students: More than two circles, ideas as well as objects
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Students provide a definition, list characteristics, and provide examples and non-examples of the concept
Frayer Models
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Definition (in own words) A change in size, shape, or state of matter
Characteristics New materials are NOT
formed Same matter present before
and after change
(PHYSICAL CHANGE)
Examples (from own life) Ice melting Breaking a glass Cutting hair
Non-Examples Burning wood
Mixing baking soda with vinegar
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For older students:Students analyze a word's essential and nonessential characteristicsChoose examples and non-examples of the concept.
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Essential Characteristics FeathersHollow bonesWarm bloodedBreathe air with lungsWingsBeaks
Non-essential Characteristics
Ability to fly
(BIRDS)
ExamplesRobinsMeadowlarksParrotsEaglesOstrichesPenguins
Non-Examples Bats
Flying reptilesInsects
Flying squirrels
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Summative AssessmentA means to gauge, at a particular point in time, student learning relative to content standardsHow could using GOs lead to summative assessment?What sort of summative activities could you think of that would relate to GOs?
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Referenceshttp://www.cybercorp.net/rhiggins/thesis/higlita1.htmlhttp://explorers.tsuniv.edu/vee.asphttp://www.graphic.org/http://www.math.uow.edu.au/people/ap_chap2.pdfhttp://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspxhttp://www.writedesignonline.com/organizers/Novak, J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.