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02/09/2010

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Oftentimes, students see multiplechoice questions on a test and im-
mediately think they‟re „easier‟
than constructed response ques-
tions. We know that‟s not usually
the case on the M.A.P. test.Teaching multiple choice test-taking strategies is essential.In math, many teachers requirestudents to SHOW their work onmultiple choice questions to re-ceive credit. One teacher men-tioned that she trained her 4thgraders to determine which ques-tions needed work shown and which ones could simply be an-swered to save time on the timedportions, and they practiced thisin class on their weekly cold as-sessments.
SR Test-Taking Tips
Volume 4, Issue 4
TOSA Tribune
February 2010
Nixa Public Schools
SR Test-Taking Tips 1Formative AssessmentIdeas2 Vocabulary on theMove2Goal Process 1.6 3 Wordle.net 3M.A.P. Checklist 4
Inside this issue:
Intermediate
Selected-Response Tips

don‟t „throw you off.‟
If you see the answer you an-ticipated, mark it and thencheck to make sure none of theother responses is better. Always double-check to make
aren‟t right.
There is no penalty for guess-
ing on the MAP, so if you don‟t
know the answer, take an edu-cated guess.Be sure that bubbles are filledin neatly, completely andquickly on timed portions.List modified from: www.testtakingtips.com
A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.
~ Horace Mann

TOSA TribuneIntermediate
Minute paper:
Students identify the mostsignificant (useful, meaningful, etc.) thingsthey learned during a particular session.
Muddiest Point:
Students write one or twoideas that were least clear to them from thecurrent or preceding class period.
Application Cards:
After introducing an im-portant concept, ask students to write down atleast one real-world application for what they have just learned.
RSQC2:
In two minutes, students
recall
andlist in rank order the most important ideasfrom a previous day's class; in two more min-utes, they
summarize
those points in a singlesentence, then write one major
question
connect
this material to the course's majorgoal.
Vocabulary on the Move
Students use deductive reasoning to determine what is written on the card on their back.
Directions:

Make a list of familiar vocabulary words (theD.E.S.E. released M.A.P. vocabulary is a greatplace to start) on notecards.

Tape one note card to each student‟s back.
Brainstorm a list of acceptable yes/no questions.
Does this word deal with geometry? Am I a polygon?Do I have more than four vertices?
Model asking questions to try to determine which word is written on your back.Do the activity.Once students have correctly identified their defi-nition, have them sit quietly at their desks. After several minutes (even if some are still tryingto solve their definition), share. Have studentsshare what yes/no questions they asked.Record questions on a chart for future games.
Assess: Using individual whiteboards, say a defi-nition and have students write the correct word
on their whiteboard. On the teacher‟s cue, have
students hold whiteboards over their heads tocheck for understanding.
Formative Assessment IDEAS
It is the assessment which distinguishes between the teaching and the learning.
On a FUN Note:
favorite website and everything isFREE.

Volume 4, Issue 4 Page 3

Goal Process Standard 1.6 is frequently assessed on the M.A.P. Test.
It states: Students will demonstrate within and integrate across all contentareas the ability to discover and evaluate patterns and relationships in infor-mation, ideas and structures.
What does 1.6 look like in Communication Arts? The Communication Arts Show-Me Standards Interpretations document describes it using these words:
The Wordles on this page arefantastic to use with visuallearners, and research sug-gests that about 65% of alllearners are visual learners. Wordle can definitely en-hance learning when used with vocabulary definitionsand summaries. When creat-ing these, I typed some wordsseveral times to make themlarger on the page.