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An overview of strong assessment practices with particular attention paid to the value of formative assessment and the importance of varied assessment practices.

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  • Questions:Why is assessment so challenging?What does my assessment mix look like?What are the next steps for me and my department?
  • 5 min. quick write use pg. 9 to rate your self and department reflection
  • 15mins.Record your thoughts on the butcher paper
  • 10 mins.
  • 5mins.Handout on pg. 10Debrief with one other person at your table.
  • 15 mins. As you finish, find someone at your table to quietly discuss the reading with.
  • 10 mins. to process and share your ideas about the reading
  • 10
  • You don’t measure every single thing the kid does, it is about the quality of the assessment and the information it provides for learning.
  • 5 mins.
  • 5 mins to read
  • 5 mins. for three slides: Looking at Blooms, be sure to hit upper regions
  • A variety of assessment types per unit
  • Reference indicators of a strong performance task
  • 10 mins.Look at an example from pg. 18
  • Discuss there were other form. Assessments, just did put them in to save room.
  • 15
  • Assessment

    1. 1. Assessment <br />Cindy Plantecoste and Stacy Stephens<br />
    2. 2. Today’s Desired Outcome<br />To answer the question…<br />Where do we stand on Assessment?<br />
    3. 3. Agenda<br />The Challenge of Assessment<br />Rate Yourself as an Assessor<br />Coded Reading<br />Going Deeper: Summative vs. Formative<br />Application to Your Unit<br />
    4. 4. Individually<br />What is challenging about assessment?<br />
    5. 5. Group Share<br />Record your thinking<br />
    6. 6. Debrief Another<br />Using the chart from another table: Ask yourselves, where are you in agreement?<br />
    7. 7. Rate Yourself<br />
    8. 8. What does the research say?<br />Coded reading<br /> What you agree with<br /><ul><li>Something new and thought provoking
    9. 9. Something you want to speak more about</li></li></ul><li>Discussion<br />
    10. 10. Break<br />
    11. 11. “Don’t fatten the cow by weighing it”<br />
    12. 12. Going Deeper: Summative vs. Formative<br />
    13. 13. The National Education Association report on student assessment states that all assessments in a balanced assessment system arise from the foundational understanding that the primary mission of schools is to maximize success for all students and not merely to rank students based on achievements. This is why the majority of assessment should be formative rather than summative.<br />
    14. 14. Self-Assessment<br />Using the Unit Assessment on pg. 16<br />Examine your balance of Formative vs. Summative<br />Questions to consider:<br />What is the % of formative vs. summative?<br />Are you in “balance”?<br />How would you rate the quality of these assessments vis a vis standards and benchmarks?<br />Debrief at your table.<br />
    15. 15. Indicators of Quality<br />Three levels to examine for quality<br />Formative<br />Performance<br />Teachers who assess with formative assessment<br />
    16. 16. Putting your Assessments to the Test<br />
    17. 17. Assessment Mix and Coherence<br />Old Bloom<br />New Bloom<br />
    18. 18. Consider Write/Do/Say<br />
    19. 19. Performance Tasks<br />
    20. 20. Applying all you Know<br />Using the coherence grid…apply to your selected unit<br />Be prepared to regroup with subject specific teams<br />
    21. 21. An Example from HS French 3<br />
    22. 22. Birds of a Feather<br />Share the grid of your unit<br />What observation can you make based on this process about your own work?<br />What questions do you have regarding our discussions today?<br />
    23. 23. Citations<br />Quote:<br />Most images via The Library of Congress Except:<br />Birds:<br />Road:<br />Fruit:<br />Crash Test:<br />