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Assessment Literacy and the MAP test

Assessment Literacy and the MAP test. Where We Are Going?; Where We Are Now?; and How Can We Close the Gap?. “I have been taking the MAP test since third grade~ I have never known why!” Katelyn- Garrett Grade 5. Lesson Plan. I will be able to explain the importance of the MAP test.

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Assessment Literacy and the MAP test

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  1. Assessment Literacy and the MAP test Where We Are Going?; Where We Are Now?; and How Can We Close the Gap?

  2. “I have been taking the MAP test since third grade~ I have never known why!” Katelyn- Garrett Grade 5

  3. Lesson Plan • I will be able to explain the importance of the MAP test. • Why do we take the MAP test? • Students discuss question at table • Students give a “shout out” of ideas • What Hazelwood School District activities are important to you? • Students complete a 4 corner activity-writing down their ideas • Explain to students that these activities can only happen if everyone “pulls their own weight” • MAP- ELA and MATH, and Science • Attendance • Have a compelling conversation with students • Students draw a picture in their portfolio of the activity that is important to them. • Students evaluate their personal IBDs and set goals accordingly. • Students work on independent goals in stations.

  4. Why Students Think They Take the MAP Test • “To get smarter” • “To get good grades” • “Because we have to” • “To pass Fifth Grade” • “For you to get paid” • “To compare us to other students”

  5. Hazelwood school district extra curricular activities computers ART Tennis soccer Galactic Drama Baseball Football DECA ForeignLanguage Robotics Band Basketball ACT Prep Dance Team chorus Volleyball Swimming Student Council NHS Orchestra Cheerleading

  6. Tell students what their responsibilities are….. • 3-5 Math (MAP) • 3-5 ELA (MAP) • 3-5 Science (MAP) • Attendance

  7. “I will be so upset if they don't have baseball when I get to high school- Come on guys, we can do this!” Austin- Garrett Grade 5

  8. Where we are going….. • MAP Scores • Personal IBDs • Grade Level IBDs (previous year)

  9. Possible “How we are going to get there” Activities • Stations should have 2 or 3 activities for each IBD • Students will use a checklist to complete activities. • Teacher will provide descriptive feedback during conference time.

  10. Where we are now…..(personal Ibds)

  11. Students need to be aware that the MAP is a stepping stone

  12. Setting goals using portfolio • Students use information from Personal IBDs to set goals. • If students do not have MAP information- Use Evaluate Year Skills/Strands • Check in with students each week to discuss progress

  13. Assessment Literacy and MAP Students can hit any target they can see and holds still for them” Rick Stiggins

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