outcomes by the end of the session, we will have : reflected on our own perspectives about...
TRANSCRIPT
Outcomes
By the end of the session, we will have:• Reflected on our own perspectives about assessment.• Considered a rationale for on-going assessment in the classroom.• Distinguished between formative and summative assessment.• Reviewed several assessment strategies.• Summarized understanding using a concept map.
Take a moment to think about the reasonsyou assess students.
Some teacherstalk about---
LEARNING
Some teacherstalk about---
GRADES
ONGOING ASSESSMENT
VS.VS.
• Can these two coexist peacefully?• Should one receive emphasis over the other?
“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”
Carol Tomlinson
List some ways you typically assessstudents in your classroom.
WHAT CAN BE ASSESSED?
Skills
Concepts
READINESS INTEREST LEARNINGPROFILE
ContentKnowledge
• Interest Surveys• Interest Centers• Self-Selection
• Areas of Strength and Weakness• Work Preferences• Self Awareness
“Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.”
Carol Tomlinson
Most teachers assess students at theend of an instructional unit or sequence.
When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.
On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
Feedback and Goal Setting
Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning
Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalkaround Self-evaluationQuestioning
Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review
Preassessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.
• provides data to determine options for students • helps determine differences before planning•helps teacher design activities that are respectful and challenging•allows teachers to meet students where they are•identifies starting point for instruction•identifies learning gaps•makes efficient use of instructional time
Formative Assessment Is...
A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.
• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• aligns with instructional/curricular outcomes
Summative Assessment Is...
A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.
• Should reflect formative assessments that precede it• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular outcomes• may be a form of alternative assessment
Assessment
What is it?
What is it like?
What is it not?
Examples
Assessment refers to what happens on a daily basis in the classroom.“…ways to use instruction to inform next steps”
…continual feedback that helps students progress over time.
“Assessment-Instruction Cycle”used to be instruct, instruct, instruct, then assessnow instruct,assess,instruct,assess
Assessment and instruction are interwoven
Students should be learning to self-assess, make adjustments, andimprove performance.
Not helping students gauge their performance can be costlyto them.We need to give students models for what we are askingthem to do.
SOME THOUGHTS ON ASSESSMENT
EXIT CARDS
EXIT CARDSExit Cards (AKA “Tickets To Leave”) are used to gather
information on student readiness levels, interests, and/or learning profiles.
The teacher hands out index cards to students at the end of aninstructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.
The teacher reviews the student responses and separates the cardsinto instructional groups based on preset criteria.
Students who are struggling with the
concept orskill
Students withsome understanding
of concept or skill
Students whounderstand theconcept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
Examples of Exit Cards
Let’s take a look atsome examples---
EXIT CARDSToday you began tolearn about
decimalfractions• List three things
you learned• Write at least one
question you have about this topic
EXIT CARDS
Today you began tolearn about
hyperbole.• List three things
you learned.• Write at least one
question you have about this topic.
EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.
What questions do you have about this topic?
EXIT CARDSWe have begun a study of author’s craft.
List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.
EXIT CARDS
On your Exit Card---
Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.
EXIT CARDSOn your exit card---
Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.
EXIT CARDS - Learning ProfileWe used the followinglearning strategies in thislesson:
3 minute pauseT-P-S Visualizing
What learning strategy orstrategies seemed to work bestfor you?
3-2-1 Summarizer
After reading over my rough draft---3 revisions I can make to improve my draft.2 resources I can use to help improve my draft.1 thing I really like about my first draft.
Thank you for your attention this afternoon.
Before you leave today…
• Please fill out an evaluation form. Pass it to the front.
• Place the BLUEBLUE dot from your folder on the graph so that it bests represents where your knowledge of differentiation is right now.
