AWR#1

2. Informal assessments do NOT take ____ to give back to students (Ch.1, 11)
5. _____ centered is greater than teacher directed (Ch.2, 20)
9. What do I know?/What do I want to know?/ What have I learned? (Ch.2, 23)
10. The field ____ science was one of the most influential contributions to 20th-centry educational theory (Ch.2, 19)
12. Standardized tests father many ____ characteristics of students because of the large sample of participants (Ch.1, 11)
15. _____ provoking questions allow students to formulate an understanding of the material (Ch.2, 23)
16. _____ test (AKA Criterion-Referenced) (Ch.1, 12)
20. ____ purpose is to display a theory, concept, or phenomenon (Ch.2, 21)
22. Teachers must be ____ when planning assessments and using the results (Ch.1, 11)
23. _____ assessments are assessments that help teachers plan for classes (Ch.1, 11)
24. ____ assessment (AKA Norm Referenced) (Ch.1, 11)
25. ____ can help create memorable events during a lesson (Ch.2 19)

1. Publication of 'A Study of ____' led to the exploration of learner's minds (Ch.2, 19)
3. ____ displays allow students to interpret, analyze, and create displays of information (Ch.2, 22)
4. Plan, administer, and ____ the results (Ch.1, 11)
6. ____ forward system complements feedback (Ch.2, 11)
7. ____ are assessment tools that collect information on a large amount of students in little time (Ch.1, 11)
8. ____ events involve a surprising occurrence to demand student attention (Ch.2, 21)
11. _____ amongst teachers can lead to better assessment and assessment use (Ch.1, 11)
13. Strategies are only useful if they are implemented with ____ (Ch.2=1, 13)
14. Assessments are distinguished by their ____ (Ch.1, 11)
17. Experience, memory, emotion, and ____ are essential components of learning (Ch.2, 19)
18. Standards test measures students against ____ (Ch.1, 12)
19. Scaffolding, metacognition, transferring, knowledge are all examples of cognitive ____ (Ch.2, 19)
21. Good instruction requires the cognitive responsibility shifted to ____ (Ch.1, 13)