Data. Data. Data. The only way we can educated our students effectively is to first understand what type of education they need. That means, we must accurately assess students for each of the domains that we wish for them to master, share a common language for communicating proficiency so the data is transferable across classes and grades, and ensure that the data is accurate. This lead us to redesign our assessments using a compartmentalized template. Every Talmud test consists of a Content, Vocabulary, Functional Structures, and Reading section. I also identified the minimum number of questions that are needed to give students a chance to reach all levels of the proficiency rubric (11 questions). For example, if only 6 questions existed in any given section, getting one answer incorrect will result in a score of 83 which is on the lower level of proficiency. The design also corresponded to the workflow of the teacher when it comes to inputting grades into the personalized learning gradebook (which can be found in a separate document in the entry submission). It shaved hours of prep time for the teacher because the design makes it easy to count how many questions a student got right in each section, which is what is required to be inputted into the gradebook. It also makes it possible to fill out the data card which has been met with incredible support from the students. Each assessment has a data card attached detailing how students performed in each domain and teacher’s recommendations on how to improve. This also includes data from the survey section of the assessment, which can be found in the back of the test. The survey gives the teacher insight into the study habits and non-academic variables that contributed to student performance. Teachers use the information from the survey to make the best recommendations for students. The data card is presented and discussed at student conferences which occur every 3 weeks. On the next page is a sample data card. Notice how students who receive a “good grade” will now notice that a “good grade” can also require improvement in specific areas. Additionally, students who got a “bad grade” could be quite proficient or even advanced in certain domains and incredibly challenged in others.

NAME: Sample Student A (Real Scores)

Percentage Proficiency Notes

GRADE 87 2 - Advanced

Content 86 3 - Proficient

Functional Structures 100 1-Mastery

Vocabulary 79 4 - Approaching Proficiency

Studying Notes Only student to receive a 100 on Functional Structures! Kol Hakavod! Student needs to spend personalized time practicing vocabulary. Exit Ticket to assess progress. Group #2 for small group discussion on content to enrich

Name: Sample Student B (Real Scores)

Percentage Proficiency Notes

GRADE 77 4- Approaching Proficiency

Content 82 3 - Proficient

Functional Structures 43 5 - Needs Remediation

Vocabulary 100 1 - Mastery

Studying Notes Group #3 - Small group remediation for functional structures. Re-assess after remediation and in-class practice.. Pair up with (student C) who mastered functional structures and needs vocab help.

�1

Assessment #1 Full Name:

Content Knowledge

2. What is "Mishna"? What purpose does it serve? ____________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

3. Who compiled the Mishna? ____________________

4. What is "Gemara" and why was it created? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What is the difference between a בריתא and a מדרש_? ____________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________

6. The following terms are acronym: .אמד"ט , ש"ס, תנ"ך . What is the Hebrew name for "acronym" that we learned about in class? _________________

7. Explain what each acronym stands for:

a. תנ"ך ________ ________ ________

b. ש"ס ________ ________c. אמד"ט ________ ________ _________ ________

1. Explain the relationship between תורה שבכתב and .תורה שבעל פה Include in your answer: Who created each one and what how does תורה שבעל פה interact with תורה שבכתב____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What מסכת are we learning?

______________

What פרק are we learning? (number and name)

_______________________

What does this פרק discuss?

__________________________________________

8. Match the type of Rabbi and the book they contributed to with

connecting lines

Tanna Gemara

Amora Mishna

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Functional Structures

Content Knowledge Continued

9. The first Mishna outlines a list of items that you can keep if you find them. Explain the reasoning behind why you should be allowed to keep these items. Please include in your answer the terms : ,יאוש, הפקר and סימן ____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

10. What does Rabbi Yehuda add to Rabbi Meir's ruling? _______________________________________________

____________________________________________________________________________________________

11. Provide an example of an everyday item that you use either in school or at home that, according to Rabbi Yehuda, you would have to announce if found. Explain why that item must be announced.____________________________________________________________________________________________

____________________________________________________________________________________________

מסככין בנסרים. דברי רבי יהודה. ורבי מאיר (אומר) אוסר. נתן עליה נסר:שהוא רחב ארבעה טפחים. כשרה. ובלבד שלאי ישן תחתיו

1. Which words came from Rabbi Yehuda? ________________________________________________

2. Which words came from Rabbi Meir? ___________________________________________________

3. Out of the following three terms, circle the one that does not belong. Explain your answer as to why the term you chose does not belong with the other two. Use complete sentences.

הרי חייב כיצד

______________________________________________________________________________________________________________________________________________________________________

For the following two questions, use the separate AMDAT Chart that was provided to you:

4. Take an AMDAT Chart and fill it in to the best of your ability. Use your functional structures that we learned. Each box in the chart will count as its own question.

5. On the same AMDAT Chart, list the functional structures that you found in the Mishna and write them in the box that it helped you fill out. For example, if you found a functional structure for an ,אומר write the specific functional structure in the specific box in the אומר column that it is associated with.

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Vocabulary

1. What is השבת אבידה -?

______________________________________________________________________________

2. What is הכרזה -?

______________________________________________________________________________

3. Process of a person giving up hope on finding an item (Check off the correct answer):

יאוש ____ מציאה _____

מוצא ____ סימן _____

6. An identifiable feature (Check off the correct answer):

יאוש ____ מציאה _____

מוצא ____ סימן _____

refers to "An item "סימן" .4that was found" (Circle the correct answer

TRUE FALSE

refers to "when the "הכרזה" .5item that was found changes its features"(Circle the correct answer

TRUE FALSE

7. What does ליה mean?

__________________________

8. What does היכי mean?

__________________________

9. What does לן mean?

__________________________

Check off the correct) להו .10answer):

To Her ____ To Them____

To Us ____ To Him _____

Check off the) נמי .11correct answer):

If ____ How?____

Also __ Even ____

Check off the) אי .12correct answer):

If ____ How?____

Also __ Even ____

"means "Even "אפילו" .13(Circle the correct answer

TRUE FALSE

"means"To Her "לה" .14(Circle the correct answer

TRUE FALSE

"?means"Where "היכי" .15(Circle the correct answer

TRUE FALSE

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Share Your Thoughts

1. How long did you study for this test? What did you do to study?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Did you think this test was fair. Explain.? _______________________________________________

____________________________________________________________________________________________

3. What could you have done better, both in class and at home, to have performed better on this assessment?____________________________________________________________________________________________

____________________________________________________________________________________________

4. Which of the three tested domains did you feel most confident (Content, Vocabulary, Functional Structures)?____________________________________________________________________________________________

____________________________________________________________________________________________

5. Which of the three tested domains did you feel most concerned about (Content, Vocabulary, Functional Structures)?____________________________________________________________________________________________

____________________________________________________________________________________________

6. What can I, as your Rebbe, do better to help you improve your skills and learning?____________________________________________________________________________________________

____________________________________________________________________________________________

 

 (א) אלו מציאות שלו ואלו חייב להכריז. אלו מציאות שלו מצא פירות מפוזרין. מעות מפוזרות. כריכות ברשות הרבים. ועגולי דבילה. ככרות של נחתום. מחרוזות של דגים. וחתיכות של בשר. וגיזי צמר הבאות ממדינתן. ואניצי פשתן ולשונות של ארגמן. הרי אלו שלו דברי רבי מאיר. רבי יהודה אומר כל שיש בו שינוי חייב להכריז. כיצד מצא עגול ובתוכו חרס. ככר

  ובתוכו מעות. רבי שמעון בן אלעזר אומר כל כלי אנפוריא אין חייב להכריז: 

 סדר  מסכת  פרק  משנה

  

 טעם  דין  מקרה  אומר