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Creating Unit Exams

Creating Unit Exams. AGSC 402. Today…. Analyze state exams for Science, Math, & Language Arts Differentiate between a state formatted exam and a lower level formatted exam Discuss opportunities inherent with state formatted exams for students, you as the teacher, and the school.

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Creating Unit Exams

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  1. Creating Unit Exams AGSC 402

  2. Today… • Analyze state exams for Science, Math, & Language Arts • Differentiate between a state formatted exam and a lower level formatted exam • Discuss opportunities inherent with state formatted exams for students, you as the teacher, and the school

  3. Analyze state end of course exams for Science, Math, Language Arts, & Social Studies Read the STAAR exam and TAKS exam and answer the questions

  4. Differentiate between a State Formatted Exam and Lower Level Exam Review the two Soil exams-how are they different?

  5. Lower Order VS State Formatted Formatted • What makes the state formatted exam Higher Order Thinking? • What are characteristics of the questions/answers in the Multiple Choice questions? • How are visuals used as part of the exam? • Which exam will encourage students to think? • Which exam will reinforce the way they will be tested on the state exam?

  6. Discuss opportunities inherent with state formatted exams for students, you as the teacher, and the school Why do this? How does it help students, you, the school?

  7. Possible Causes of Problems in Student Achievement (Foundations, p. 360)

  8. Ultimate GOAL… • Create a Unit Exam • Due at the end of the semester as part of your Unit Assignment • Use template on the web under course calendar • Must have at least 25 total questions with at least 15 M/C, 3 short answer, and 1 essay (could have more in each area to reach 25 questions). May also include a performance activity, if appropriate • Include points possible for each section as well as place for the name, date, etc. • Title the exam with an actual descriptive title (NOT Unit 1 Exam)

  9. Summary • For your assignment, use your lesson plans in your unit to create an exam based on what you will teach • Develop the exam based on what you believe you would “test” or deem as important material • Whether we are required to or not, writing GOOD exams is a time-consuming process

  10. Micro-Lessons Start this Friday—Be ready to go in your room at 10 a.m.; be a good student for your classmates FAST meeting Next Thursday, 7:30 pmGet involved!Next Week—Scope and Sequence, Classroom Management, and Mini-Lessons

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