Empowering Students through Formative     Assessment
Explore strategies thatpromote students to assess   their own learning
Open-mindedness to share     current practiceRisk taking to make new   connections to your      own practice
Think-Pair-ShareHow do you inform students of whatcounts for success?How does this empower your students tobecome responsi...
Criteria...Self assessment works best when learningintentions are made transparentSelf assessment works best when criteria...
Obstacles to self & peer assessment“Students have an inability to assessthemselves and each other objectively“Students do ...
Simple strategies to promotesself and peer assessment...Helping Students Understand Assessment -JanChappuis“Note to self” ...
Technology toolsWallwisher,Todays meet,Voicethread,Google docs,Blogs
Gradual Release of Responsibility - Assessment                                                           LOW              ...
Your Task...Use the Gradual Release ofResponsibility model to frame yourthinking...Write all your present strategies foras...
Reflection...CONNECT - what have you learned that youcan apply to your practiceEXTEND - What ideas probed your thinkingand...
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Pd self assessment (20 sept)

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  • Pd self assessment (20 sept)

    1. 1. Empowering Students through Formative Assessment
    2. 2. Explore strategies thatpromote students to assess their own learning
    3. 3. Open-mindedness to share current practiceRisk taking to make new connections to your own practice
    4. 4. Think-Pair-ShareHow do you inform students of whatcounts for success?How does this empower your students tobecome responsible learners? 5 minutes only!!
    5. 5. Criteria...Self assessment works best when learningintentions are made transparentSelf assessment works best when criteria ispresented in manageable chunks
    6. 6. Obstacles to self & peer assessment“Students have an inability to assessthemselves and each other objectively“Students do not have the academic knowledgeor skills to assess themselves”“Students do not have the maturity to assessthemselves”“Where can I find the time to do it?”“Students already have the rubric, so whydo I need to do more?”“HOW VALID ARE OUR JUDGEMENTS?” Senge (1990)
    7. 7. Simple strategies to promotesself and peer assessment...Helping Students Understand Assessment -JanChappuis“Note to self” - allow time for reflection on lessons usingsimple questions, sentence starters or thinking routineseg. CONNECT-EXTEND-CHALLENGE, S.U.M.IPlan for less content - build in time for teachingmetacognitionRubrics - co-construct, use to evaluate exemplarsChecklists - allow students to create their own
    8. 8. Technology toolsWallwisher,Todays meet,Voicethread,Google docs,Blogs
    9. 9. Gradual Release of Responsibility - Assessment LOW INDEPENDENT Level of teacher control Students do HIGH Teachers observe SHARED Teachers do Students Students do participate Teachers participate GUIDEDHIGH Teachers do Students Level of STUDENT observe control DEPENDENT LOW
    10. 10. Your Task...Use the Gradual Release ofResponsibility model to frame yourthinking...Write all your present strategies forassessment in yellow post it notesWrite all the potential future strategiesfor assessment that can involvestudents in blue post it notes
    11. 11. Reflection...CONNECT - what have you learned that youcan apply to your practiceEXTEND - What ideas probed your thinkingand you would you like to explore furtherCHALLENGE - What challenges might youconfront in empowering students to assesstheir own learning

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