Assessments
Name: 


A red asterisk (*) indicates required questions.

  1. At what level of Bloom's Taxonomy are most of the questions that you ask during CLASS DISCUSSION.*
    knowledge - define, identify, list, match, label
    comprehension - compare, contrast, explain, define in your own words, give example
    application - how, why, determine, solve, develop
    analysis - analyze, what would happen if, examine, explain the reason
    evaluation - appraise, defend, evaluate, interpret, opinion,
    synthesis - combine concepts to build new ideas for new situations, creative thinking and problem solving


  1. At what level of Bloom's Taxonomy are most of the questions that you ask on FORMATIVE written assessments. *
    knowledge - define, identify, list, match, label
    comprehension - compare, contrast, explain, define in your own words, give example
    application - how, why, determine, solve, develop
    analysis - analyze, what would happen if, examine, explain the reason
    evaluation - appraise, defend, evaluate, interpret, opinion,
    synthesis - combine concepts to build new ideas for new situations, creative thinking and problem solving


  1. At what level of Bloom's Taxonomy are most of the questions that you ask on SUMMATIVE written assessments.*
    knowledge - define, identify, list, match, label
    comprehension - compare, contrast, explain, define in your own words, give example
    application - how, why, determine, solve, develop
    analysis - analyze, what would happen if, examine, explain the reason
    evaluation - appraise, defend, evaluate, interpret, opinion,
    synthesis - combine concepts to build new ideas for new situations, creative thinking and problem solving


  1. What level of Blooms is required to complete most of the projects that you utilize for assessment?*
    knowledge - define, identify, list, match, label
    comprehension - compare, contrast, explain, define in your own words, give example
    application - how, why, determine, solve, develop
    analysis - analyze, what would happen if, examine, explain the reason
    evaluation - appraise, defend, evaluate, interpret, opinion,
    synthesis - combine concepts to build new ideas for new situations, creative thinking and problem solving


  1. When you ask a question in the course of instruction, how long do you wait for students to answer?*
    2 seconds
    2-5 seconds
    5- 10 seconds
    20 - 30 seconds
    30 - 60 seconds


  1. What percentage of the questions that you ask to determine understanding are lower order (knowledge, comprehension)?*
    10-20%
    20-40%
    40-50%
    50-70%
    70-90%


  1. What percentage of the questions that you ask to determine understanding are higher order (analysis, evaluation,synthesis)?*
    10-20%
    20-40%
    40-50%
    50-70%
    70-90%


  1. How many questions do you estimate that you ask in a class period to determine students' understanding?*


  1. When you use questioning as a formative assessment, how do you make sure that you are getting feedback from all students?*


  1. Rank the activities below. 1 being the activity you do most often. Which of the following activities do you most often do as a follow-up to formative assessment?
        1 2 3 4 5 6
    conference with individual students  
    go over the answers with the class  
    reteach as necessary using different materials  
    reteach as necessary using different methods  
    provide individualized instruction to address individual needs  
    provide individualized activities to address individual needs  


  1. Give a brief example of how you have adjusted your instruction based on the results of a formative assessment


  1. I am pleased with the overall grades on my summative assessments (unit tests, exams, certification tests, major assessments)
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Tests should be short and frequent
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. My tests are short and frequent
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Rank these types of formative assessment based on how often you use each. 1 being most often.
        1 2 3 4 5 6 7 8
    exit question  
    oral questions  
    pop quiz  
    journals  
    observation w/o checklist or rubric  
    observation or project w/ checklist/rubrics  
    review  
    quiz/question at beginning of class  


  1. When you are developing a rubric do you consider the different levels of mastery (Blooms)?
    Yes
    No


  1. Do you allow students to retake tests?
    Yes
    No


  1. A person's gender affects the way they learn*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. A person's socio economic status affects the way they learn
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Everyone should be assessed in the same manner
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The projects that I MOST OFTEN assign are entirely hands -on and do not require any written product.
     
      1 2 3  
    Always   never


  1. Which question format do you use most often on your written assessments
    matching
    multiple choice
    short answer (describe a process, list, explain )
    label
    variety


  1. Rank these types of assessment by how often they are used. 1 should be the type you use most often.
        1 2 3
    written tests  
    projects that are completed in 2-3 class periods  
    projects that are completed over the course of several weeks  


  1. Most of the time when I give a written assessment I 


  1. My assessments are designed to
        1 2 3
    determine competency  
    assess what a student knows for grading purposes  
    assess what a student knows for instructional purposes  


  1. How often do you assess individual students' understanding before giving a summative assessment (unit test, test that is graded). 





Christie Martin