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Week 7 presentation
 

Week 7 presentation

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    Week 7 presentation Week 7 presentation Presentation Transcript

      • REPORT CARDS:
      • Our responsibility is to provide as accurate a picture of learning as possible.
      • Requires that we answer 3 important questions:
        • What is our purpose for grading?
        • What factors should we include in the grade?
        • How do we combine those factors to give the truest picture possible of student achievement?
      • Principle 1 : The purpose of grading is to COMMUNICATE
      • Principle 2: Grades Communicate about ACHIEVEMENT
        • Include effort, aptitude and other factors?
        • Principle 3: Grades Reflect CURRENT LEVELS of Achievement
      • Organizing the Gradebook
        • Keep grades for target skills
      • Including Factors in the Final Grade
        • Keep actual achievement separate fro other factors
      • Considering Assessment Purpose
        • Differentiate between assessment FOR learning and OF learning
      • Considering the Most Recent Information
        • Use current evidence of student achievement on the intended learning targets.
      • Summarizing Information and Determining the Final Grade
        • Grades and records should reflect student attainment of established targets, rather than a rank in the class.
        • Combining Rubrics with Percentage Scores
      • Verifying Assessment Quality
        • When assigning grades, use the most accurate body of evidence available
      • Involving Students
        • Be sure students know how their current level of achievement compares to the standards they are expected to master
      • A portfolio’s contents, and the collection of student work as a whole, can be assessed, but we do not advocate using the term portfolio assessment because, as we hope we can make clear, portfolios are collecting and communicating devices.
      • Different Kinds of Portfolios:
        • Project
        • Growth
        • Achievement
        • Competence
        • Celebration
        • Working
      • Think about portfolio as process , not a product or object
      • Work sample annotations are whatever comments students and teachers make about each piece of evidence selected for the portfolio.
      • Students can show and “I can do it” mindset with a portfolio if it shows that they are accomplishing their goals.
      • How the Type of Portfolio Affects Design
        • Keys to Successful Use:
        • Portfolios are a means to an end, not an end in themselves.
        • They are a means to help students learn more deeply and embed learning into long-term memory.
        • They are a means to help students take responsibility for their own learning.
      • A conference occurs when two or more people meet to discuss a predetermines topic to satisfy an informational need.
      • Purposes for conferences
      • The formats to meet those purposes
      • How to conduct successful conferences to meet the information needs of students, teachers and parents.
      • Conferences can be used to communicate assessment FOR learning and assessment OF learning
      • Five Categories:
        • Offering Feedback
        • Setting Goals
        • Planning an Intervention
        • Demonstrating Growth
        • Communicating Achievement
        • It’s Important to do a Follow-up after any conference to see what went well and what might be improved for the future.
      • Standardized tests represent ONE WAY to gather and communicate information about student achievement
      • These meet the information needs of policy makers and program/ curriculum planners
      • These are assessments OF learning
      • All teachers need to know the basics of testing reports.
      • The more we know, the better we can use these results to make modifications to instruction.
      • How well did you do on this?
      • Standardized means that all students take the same test under the same conditions with the same instructions and scoring.
      • Norm-referenced means that scores are referenced to a “norm group” of similar students.
      • Criterion-referenced shows how learning compares to a preset criterion of acceptable performance on specified learning targets, rather than to compare students to one another.
      • Large-scale assessment is one that is given to a large number of students across classrooms and schools at more or less the same time.
      • Only multiple choice, norm-referenced tests can be standardized . It is possible to standardize a writing sample when students receive the same prompt. Many now have extended responses.
      • The same tests can’t yield both norm-referenced and criterion-referenced scores. Most indicate mastery as well as how student performance compares to others.
      • Multiple-choice standardized tests can assess only content mastery, and not reasoning or problem-solving. Some kinds of reasoning and problem-solving can be assessed in selective response format.
      • Same developmental steps as in Chapter 4:
        • Clarify targets
        • Clarify purpose
        • Decide on number of questions and assessment methods
        • Develop a test plan
        • Write questions and exercises
        • Assemble the test
        • Try it out
        • Revise to improve the test
        • Establishing NORMS: the drafted test is given to a large number of students across a range of achievement levels, called the norm group.
      • Raw Scores
      • Percent Correct
      • Percentile Score
      • Stanines
      • Grade Equivalent Score
      • Competency and Mastery Scores
      • The goal of test preparation training for students is to ensure that test scores are accurate, that nothing in the testing situation will cause the results to be mismeasured
      • They want to know test information
        • Contest, assessment method and scoring method
      • How to prepare their children for the tests
      • Communication with parents is then based on ACCURATE information and how it will be used in the classroom and in the school
      • ALWAYS STRIVE FOR ACCURATE RESULTS!