The Diagnostics and Assessments
Students sit short test to see if they have the prerequisite skills needed for the unit
Teach the objectives listed. If any prerequisite skills were identified as weak from the diagnostic, ensure you cover these too.
Students sit a test in lesson to asses the progress they have made on the unit
Use the Assessment progress spreadsheet to identify any skills that need to be reviewed as a class or for individual students. Address these areas before moving on to next unit.
Begin new topic
Marked by the students
Marked by the teacher
Scores recorded in the tracker
Scores recorded in the tracker
Add your resources to the staff shared folders
Use the 'Assessment 2' to reassess particular skills or resit the Assessment
These are given to students in lessons, before they are taught anything on the upcoming unit.
There are images at the top of the page that will show you if students will need a calculator, tracing paper, a compass or a protractor for the test. Each skill has the Hegarty number referenced at the bottom (so students can work on the skills they struggle with).
They are no more than 6 questions long and, since they are on skills that students should already have mastered, should be fairly quick to complete (no more than 10 minutes!). I also have students peer marking the diagnostics or self assessing their own as I project the test onto the board and model the solutions. I think giving the students instant feedback on these skills and modelled solutions from the teacher is the most effective way.
Then collect the diagnostics in to input the results onto the assessment data spreadsheet (more on them here) before giving back to students the next lesson for them to stick into their books. They are easy to input as there is a dedicated box at the bottom for students to clearly write their score in. They should also shade in the red, amber or green box corresponding to the score they got on that question.
The assessments are given to students to complete in a lesson at the end of a unit. We printed them as A5 booklets (which is why they are all 4/8/12/16 pages long and you will see some blank pages) so they are easy to stick into books. There is no set time I give students to complete these as some are longer than others (usually depending on how many objectives are in that unit).
I generally give no more than a minute per mark though so all assessments can be completed within a 1 hour lesson.
The front covers are set up to display an overview of how students did on that assessment. I mark the assessments myself and fill these in at the end by writing the score for each question in the 'My Score' column and then shading in the corresponding red, amber or green box to the right. Then, once the whole class' assessments are marked, input the results into the assessment data spreadsheet. I use this spreadsheet to decide if any skills need reviewing as a whole class, if there were particular questions that different students found challenging or if students should be given personalised skills to review.
When they are handed back the next lesson, students fill in the box at the bottom reflecting on what they will take away from this (for example; "I need to remember to include units with my answers" "I shouldn't round in my working out" "I need to show my working out and write what I type in my calculator") and stick the test in their books.
The assessment 2 can be used if you want to reassess your class on a couple of the skills after some review work, have some students resit the whole assessment or if a student was absent for the assessment you can give them assessment 2 when they are next in school.