Which of the following best reflects students' engagement?

• a) Students are following directions to perform a science experiment

• b) Students are completing a math facts worksheet

• c) Students are drawing a picture for their essay cover page

• d) Students are discussing the effects of the Industrial Revolution for their learning target

Answer explanation

Student engagement refers to the level of involvement, interest, and enthusiasm that students exhibit in their learning process. When students are engaged, they are more likely to be invested in their own learning and to take an active role in the classroom. Students are truly engaged when the activity is connected to the learning target and students are actively aiming for understanding.

2) Look-fors are ____, ____, and ____ indicators of student understanding. Which one fits in the blank?

• a) General

• b) Observable

• c) Intuitive

• d) Graded

Answer explanation

Look-fors should be specific, observable, and measurable.

3) Students in a math class are learning about how to calculate the circumference of a circle. Which of the following would not be a specific look-for?

• a) I can use a calculator.

• b) I can label parts of a circle (center, radius, diameter, circumference).

• c) I can use the formula C=2*PI*r to calculate the circumference.

• d) I can explain how the circumference changes as the diameter changes.

Answer explanation

This look-fors is very general. it needs to be more specific.

4) Find the outlier.

• a) State assessments

• b) Learning target

• c) Performance of understanding

• d) Look-fors

Answer explanation

The learning target, performance of understanding and look-fors connect to make an effective lesson.

5) Which one is not true about the relationship between learning targets and look-fors?

• a) Learning targets show where students are going.

• b) Look-fors help students decide what they should do improve.

• c) Learning targets are criteria for success that students can, literally, look for in their work.

• d) Look-fors are essential for promoting self-regulated learners.

Answer explanation

Look-fors are criteria for success that students can, literally, look for in their work.

6) Which one would be a useful look-for for grasping a new concept or term, e.g., ecosystem, parts of speech, integer?

• a) I can explain [concept or term] in my own words.

• b) I can give examples of what [concept or term] is and examples of what [concept or term] is not.

• c) I can use [concept or term] to analyze a situation [or text, or data] or to solve a problem.

• d) All of the above

7) Which of the following look-fors would be least useful for creating a complex product or demonstrating a complex process?

• a) I can write a persuasive essay according to the descriptions in the rubric. (Organized as a rubric)

• b) I can explain [concept or term] in my own words. (Using best thinking)

• c) I can create a PowerPoint presentation that is as good as this one because ____. (Embodied in examples of good work)

• d) I can give an informative speech just as well as ____ did because ____ (Demonstrated through expert modeling of the process)

Answer explanation

Option B is more useful for grasping a new concept or term

8) Which of the following is not an observable strategy that provides evidence that students are using look-fors to deepen their understanding and improve their work?

• a) Teacher and students pose clarifying questions.

• b) Students use look-fors to help them ask questions about the quality of their own work.

• c) Students use look-fors to complete a project in the shortest amount of time.

• d) Students use look-fors for peer feedback and setting goals.

9) What is the main issue with the look-fors in Scenario #2? (Learning target: I can design an experiment to find out which seeds birds like best. Objective: Students will understand the concept of controlling variables. Look-fors: I can design the experiment properly. I can explain my reasoning.)

• a) Look-fors do not match the learning target.

• b) Look-fors match the learning target, but only at a very general level.

   

• c) Look-fors are not in a checklist format.

• d) There is no issue. It is a complete set of look-fors. 

10) Which of the following is true about the look-fors in Scenario #3? (Learning target: I can explain the persuasive techniques pathos, logos, and ethos, and use them appropriately in an ad. Student look-fors: Creative slogan (5 points), eye-catching picture (5 points), ad content (10 points))

• a) The look-fors match the learning target of understanding the techniques.

• b ) The first two look-fors are directly related to what the students are supposed to be learning.

• c) Since this is a complex performance, look-fors might be arranged as a rubric.

• d) Ad content is a specific look-for in the student work.