Learning to create a probe on the nature of virus

The preface and rationale for these assessment probes are didactic resources that make educators think about how they assess their students for understanding of content and what they are ass... See More

The preface and rationale for these assessment probes are didactic resources that make educators think about how they assess their students for understanding of content and what they are assessing, but the more interesting part of the probe for understanding viruses, probe 17, begins on page 125. It is after an educator examines the probe and then refers to the teacher notes and standards correlations that the nature of the probe springs to life. I would suggest going immediately to the probe, think about how you believe your students would answer the questions and then consult the teacher notes provided by the authors. Ultimately, the teacher should structure probes specific for individual classrooms by incorporating what the authors have provided, but not necessarily lift the probe as is from the chapter. Application and extension craft the probe for specific learning environments and student assessment. This may be most helpful.