Assessment for Mastery
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Assessment for Mastery Assessment for Mastery Presentation Transcript

  • Mastery teaching program
    By Alexandra Shaver
    Early/Middle College at
    GTCC-Greensboro
    Spanish Foreign Language
    Assessment for Mastery
  • Why assess for mastery?
    My students needed more feedback while on the 0-100 points system.
    MORE…
    …transparent feedback
    …specific feedback
    …feedback than I realistically have time to give
    …feedback than they would take the time to read
    …self-evaluative feedback
    …more sociocultural feedback
  • Why assess for mastery?
    Bob played every video game until he won, and then he let his kids play.
    He didn’t win on the first try, but through mistakes and constant adjustment he learned perseverance, focus and improved his skills along the way.
  • Why assess for mastery?
    If my friend Liz wins a marathon, she is not penalized for her inability to finish at the beginning of her training.
    She is, however, rewarded in the end with how much effort she put into her training. Some of that is thanks to the support she gained from others along the way.
  • Why assess for mastery?
    Why can't learning a foreign language be the same for my students?
  • Benefits
    Challenges
    More explicit teaching of simple concepts.
    SMART goals and scaffolding for all skill levels.
    Students say “That’s fair!”
    Students say “That’s easy!”
    Report cards and progress reports made easy.
    Increase student responsibility for learning and the learning environment.
    Time-consuming to develop
    Stakeholder acceptance
    Student/Parent Identity tied closely with 0-100 ABCDF’s
    Professional Community
    NCWISE:
    Categories vs. Assignment Type
    0-100 points
    vs.
    0-4 mastery scale
    Why assess for mastery?
  • How do I start?
    My system was adapted from Marzano’sClassroom Assessment and Grading that Works! I chose:
    0-4 point system
    0-not demonstrated
    1-below basic
    2-basic
    3-proficient
    4-advanced
    21st Century Life Skills
    Work Completion
    Participation
    Working in Groups
    Behavior
  • Start at Level 2
    Student exhibits mastery of the simple concepts
    Students can use formulas, rules and form/meaning connections for
    Manipulating
    Translating
    Identifying
    Recalling
    FL teachers, this is for
    Stretching your below average students
    General: Students demonstrate knowledge to apply rules to basic words/phrases.
    Specific: Adjectives-gender and number agreement
  • Second Level 3
    3-Student exhibits mastery of the complex concepts
    Communicating through writing and speaking with proper use of grammar and vocabulary.
    3-FL teachers, this is for
    Stretching your average students
    General: Students produce their own thoughts in the L2 using correct grammar/vocabulary.
    Specific: Adjectives-maintain gender and number agreement in communication
  • Jumping back to Level 1
    1-Student is unable to complete tasks independently, but is able with the help of notes, other students, or teachers.
    Students are beginning to use formulas, rules and form/meaning connections for
    Manipulating
    Translating
    Identifying
    Recalling
    1-FL teachers, this is for
    Stretching your struggling students.
  • Up to Level 4
    4-Student exhibits mastery by applying new content or concepts to previously learned material.
    4-Student exhibits mastery by applying cross-curricular connections in communication.
    4-FL teachers, this is for
    Stretching your high flyers
    Affirming native speakers
    4- Can simply include extra well written and eloquent spoken responses to questions or prompts.
  • 0-100 Points System
    0-4 Scale
    Grammar
    Adjectives and Nouns 2
    Verbs Like gustar 3
    Reflexive Verbs 2
    Irregular Verbs 3
    Commun. Contexts (V)
    Getting Ready 3
    Describing Class 3
    Life Skills
    Participation 3
    Behavior 3
    Working in Groups 3
    Work Completion 2
    Quizzes:
    Q3 90
    Q2 83
    Q1 45
    Tests:
    T2 90
    T1 88
    Homework:
    HW5 60
    HW4 100
    HW3 0
    Classwork:
    C2 89
    C1 86
    Which progress report gives better feedback?
  • Assess for topic, not for assignment type
    Adjectives
    Activity 3 pa. 7 2
    Quiz 1 1
    Homework Guided Practice 2
    Homework Core Practice 3
    Quiz 2 2
    Activity 8 pa. 7 3
    Test 2/3
    Project 3
  • Homework costs as much as Tests!
    Adjectives
    Activity 3 pa. 7 2
    Quiz 1 1
    Homework Guided Practice 2
    Homework Core Practice 3
    Quiz 2 2
    Activity 8 pa. 7 3
    Test 1A Sections B and D 2/3
    Project 3
    Instructor Evaluation 3
  • GET STARTED 1
    For each prep: Determine assessment topics (grammar, vocabulary contexts, 21st Century Life Skills, culture themes/projects, etc.)
  • GET STARTED 2
    For the first unit: Explain and model the system, weaving it into topic discussions, notes, assignments, etc.
  • GET STARTED 3
    For each lesson: Utilize or create (yourself/team/class) the assessment items for the topic and provide visual during unit.
  • GET STARTED 4
    For each student: Provide a portfolio for all assessments from a given unit and assessment record sheets.
  • GET STARTED 5
    For classwork/quizzes/etc: Students grade and/or record scores on assessment pages with work evidence in portfolio (which students never take out of class)
  • Watch your students grow!
    Academic Growth
    Social Growth
    Personal Growth
  • HELPFUL TIPS!
    Find a support group in your school or department!
    Ask for help/input from your CF and district administration!
    Develop along the way for your classes!
    Integrate into lesson plans or write a plan and reflection for professional portfolio!