Podcast
Questions and Answers
The Culminating Assessment for the unit is a hands-on performance task.
The Culminating Assessment for the unit is a hands-on performance task.
False
The Culminating Unit Assessment primarily measures procedural knowledge and skills.
The Culminating Unit Assessment primarily measures procedural knowledge and skills.
False
The descriptions in the scoring guide are detailed and consistent across users.
The descriptions in the scoring guide are detailed and consistent across users.
False
Key skills in the Culminating Unit Assessment do not transfer across applications according to the text.
Key skills in the Culminating Unit Assessment do not transfer across applications according to the text.
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The Culminating Unit Assessment evaluates major conceptual understanding from the unit.
The Culminating Unit Assessment evaluates major conceptual understanding from the unit.
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The Scoring Guide for the Culminating Performance Assessment does not provide criteria and expectations for performance levels.
The Scoring Guide for the Culminating Performance Assessment does not provide criteria and expectations for performance levels.
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Creating a Venn diagram is an example of using a graphic organizer.
Creating a Venn diagram is an example of using a graphic organizer.
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The assessment task for understanding should not include language from a target generalization.
The assessment task for understanding should not include language from a target generalization.
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Scoring guides for unit culminating assessments should focus on what students Know, Understand, and Do.
Scoring guides for unit culminating assessments should focus on what students Know, Understand, and Do.
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Students are only required to complete the 'Why' part of the assessment task.
Students are only required to complete the 'Why' part of the assessment task.
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An analytical rubric is necessary for assessing performances in unit culminating assessments.
An analytical rubric is necessary for assessing performances in unit culminating assessments.
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Designing unit culminating assessments does not involve measuring each student's progress toward a targeted Standard Level.
Designing unit culminating assessments does not involve measuring each student's progress toward a targeted Standard Level.
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Culminating assessments should only focus on students' understanding of the key skills, not the critical content.
Culminating assessments should only focus on students' understanding of the key skills, not the critical content.
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Key skills are specific to each topic covered in the unit.
Key skills are specific to each topic covered in the unit.
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Factual questions are not necessary for developing generalizations.
Factual questions are not necessary for developing generalizations.
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The critical content is primarily focused on deepening knowledge of the unit topic.
The critical content is primarily focused on deepening knowledge of the unit topic.
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Learning experiences should not prepare students for the culminating assessment.
Learning experiences should not prepare students for the culminating assessment.
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Provocative questions for the unit as a whole should be limited to one per unit.
Provocative questions for the unit as a whole should be limited to one per unit.
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