Math 118 (part 1)

The learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert and discover.

• Applying

• Remembering

• Analyzing

• Evaluating

The learner can construct meaning from oral, written, and graphic messages: exemplify, classify, summarize, infer, compare, explain, paraphrase and discuss

• Creating

• Understanding

• Analyzing

• Evaluating

The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, and devise.

• Creating

• Remembering

• Analyzing

• Evaluating

The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise and evaluate.

• Applying

• Remembering

• Analyzing

• Evaluating

The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, and deconstruct.

• Applying

• Remembering

• Analyzing

• Evaluating

The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat and reproduce

• Applying

• Remembering

• Analyzing

• Evaluating

Learning standards comprise the following, EXCEPT.

• Content Standards

• Learning Competencies

• Performance Standards

• High Standards

A teacher can assess the student’s real-world understanding and how the analytical processes relate by, in a quiz setting, requesting open responses, like: a brief written or oral answer, a mathematical solution, a drawing, a diagram or chart.

• Open-response Questions

• Self-assessments

• Portfolios

• Performance Assessments

Asking the students to interpret, calculate, explain, describe or predict whatever it is they are analyzing.

• Portfolios

• Self-assessments

• Short Investigations

• Performance Assessments

Which of the following is NOT a characteristic of an authentic assessment?

• Involve some collaboration with others

• Allow appropriate room for student styles and interests

• It is not realistic

• Are engaging and educational