WHOUY SZE KUINALTH
"Teaching Our Many Grandchildren"

 

 

 

Assessment Courtesy of Megan Holloway James Pitka.

Ideally, assessment includes evaluation of conceptual understanding, hands-on (project based) experiences, application of knowledge, and communication of learning. The following may assist you in this task:  Portfolios - This is a collection of representative student work which may include journals, photos, and videos of special student projects. You may also wish to include anecdotal records, summaries of parent/teacher communication, and performance evaluations. Anecdotal Records - Keep written records of observations that verify students' understanding of key concepts learned/taught during lessons and projects. Use these to assist in student and parent conferencing. Student Conferences - Ask students to discuss their most interesting lesson/project. Guide them with questions like: *What did you enjoy about this lesson/project? *What did you learn in participating in this lesson/project? *What were the results? *What variables could have affected your results? *What conclusions can you draw from the results? *Could this information be of use to you in some other area? Record student responses in writing or with a tape recorder/video. Parent Conferencing - Discuss portfolios, student conferences, anecdotal records, and performance evaluations. Ask the parents for their suggestions and their evaluation of the lessons/projects. Performance Evaluations - Use this to evaluate individual student performance. The Rubrics for experiments/projects and writing may also be used.

Directions: Circle the number that best reflects the frequency with which each behavior is observed.	PERFORMANCE EVALUATION
0-NEVER 1-RARELY 2-OCCASIONALLY 3-SOMETIMES 4-OFTEN 5-FREQUENTLY 6-ALWAYS
Demonstrates understanding of important scientific concepts.	0 1 2 3 4 5 6
Demonstrates understanding of Important cultural concepts.	0 1 2 3 4 5 6
Keeps accurate notes and journals.	0 1 2 3 4 5 6
Organizes data through categorizing and ordering.	0 1 2 3 4 5 6
Draws logical conclusions from data gathered and project results.	0 1 2 3 4 5 6
Clearly communicates learning.	0 1 2 3 4 5 6
Compares results of projects with other similar projects.	0 1 2 3 4 5 6
Relates prior knowledge to new learning.	0 1 2 3 4 5 6
Makes connections across the curriculum.	0 1 2 3 4 5 6
Makes inferences.	0 1 2 3 4 5 6
Applies cultural knowledge to solve problems.	0 1 2 3 4 5 6
Demonstrates appropriate use of equipment.	0 1 2 3 4 5 6
Demonstrates curiosity.	0 1 2 3 4 5 6
Is able to work cooperatively.	0 1 2 3 4 5 6
All work is completed.	0 1 2 3 4 5 6
Work is completed on time	0 1 2 3 4 5 6

COMMENTS:

 

 

	Dedication MSTC Mission Statement Introduction Prelude In A Sacred Manner, by Wilson Justin Learn & Serve Focus Groups
	ELDERS DENAEY (PEOPLE) Interview of Elders Clans of Chistochina & Mentasta Why Are We Here? Who We Are		NANINEH (LAND) Our Way of Life Mapping the Village What A Waste Raw Materials Our Natural Resources Weather/Climate
	TUU (WATER) Water, Water Our Watershed		C'AAN (FOOD) Where Does Our Food Come From? Gathering, Traditions and Nutrition of our Food Keeping Ourselves Healthy A Student Led Health Fair
	Assessment & Performance Evaluation Rubrics Learn & Serve Program Sources, Resources Thank You

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