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Powerpoint ct master teacher session 3 feb 6th
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Powerpoint ct master teacher session 3 feb 6th

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  • DeAnn
  • DeAnn
  • Angela
  • Angela
  • Angela
  • Rana
  • Rana
  • Rena
  • DeAnn
  • DeAnn
  • Angela
  • All of us
  • All of us
  • Transcript

    • 1. Assessments Angela Durant-Tyson DeAnn Gatlin Rana McVay
    • 2. Assessment vs. Objectives
    • 3. Standards for Course Objectives Course Objectives Write measurable course and module learning objectives that – are written from the student perspective – describe precisely what the student will gain from instruction – guide the instructor to accurately assess student accomplishment. – are consistent
    • 4. An Effective Learning Objective
    • 5. Formative/Summative Assessments Formative • Interactive, to “form” learning • Provides feedback • Begins immediately and continues throughout learning • Can be formal or informal Summative • At the end of a learning episode • Teachers use data to modify and improve instruction • Gives students a clear picture of what they have learned
    • 6. Assessment ToolsSummative Formative• Test • Journals• Performance • Plans• Product • Checklists• Project • Homework• Simulation • Questions and Checks for Understanding • Peer Review and Feedback
    • 7. Assessment and Measurement• The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.• The course grading policy is stated clearly.• Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.• The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.• Students have multiple opportunities to measure their own learning progress.
    • 8. Learning Activities• The learning activities promote the achievement of the stated learning objectives.• Learning activities provide opportunities for interaction that support active learning.• The instructor’s plan for classroom response time and feedback on assignments is clearly stated.• The requirements for student interaction are clearly articulated.
    • 9. RubricsWhat is a rubric? Why are rubrics important?• An instructional rubric describes varying levels • Communicates of quality for a specific expectations of quality performance • Gives students specific feedback • Includes the detail needed for complex work or performance • Provides justification for final score
    • 10. What Characteristics areReflected in a Good Rubric?• Reflect the most significant elements related to success in a learning task.• Enable students and teachers to accurately and consistently identify the level of competency or stage of development.• Help teachers grade students work more accurately and fairly.• Encourage students self-evaluation and higher expectations.• Are shared with students prior to beginning the task so they know the characteristics of quality work.
    • 11. Sample Scoring Rubric forOpen Response Items Level Description 4 Student gives correct answers for all parts of the question. All explanations are clear and complete. There is evidence of clear understanding of the concept. 3 Student gives correct answers for all parts of the question. Explanations are correct, but possibly unclear. There is less evidence of clear understanding. 2 Student answers only some parts of the question completely correct. There is some evidence of understanding. 1 Student gives only parts of correct answers. There is little evidence of understanding. 0 Response is totally incorrect or irrelevant (does not add any new information to the question).
    • 12. Tools and Media• The tools and media support the course learning objectives.• Course tools and media support student engagement and guide the student to become an active learner.• Students can readily access the technologies required in the course.• The course technologies are current.
    • 13. Summary
    • 14. Q & A Session Any Questions?