Assessments
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Assessments

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Assessments Assessments Presentation Transcript

  • ASSESSMENTS FOR LEARNING Travis Issler Anna Brown Chip Whipple Scott Musser Kelly Kriner
  • What is the first thing you think of when you hear the word assessment?
  • What is the first thing you think of when you hear the word assessment? Test
  • What is the first thing you think of when you hear the word assessment? Test Quiz
  • What is the first thing you think of when you hear the word assessment? Test Quiz Portfolio
  • What is the first thing you think of when you hear the word assessment? Test Quiz Portfolio Standardized tests
  • What is the first thing you think of when you hear the word assessment? Test Quiz Portfolio Standardized tests Annual Review
  • What is the first thing you think of when you hear the word assessment? Test Quiz Portfolio Standardized tests Annual Review Presentation
  • What is an Assessment?
  • What is an Assessment? assessment |əˈsesmənt| noun the evaluation or estimation of the nature, quality, or ability of someone or something : the assessment of educational needs | he made a rapid assessment of the situation | assessments of market value.
  • For vs. Of
  • For vs. Of Assessments of learning: Using an assessment tool to see what students have learned or what information a student has retained. (Past) Assessment for learning: Using multiple assessment tools to see what information students have learned and what further steps should be taken to insure that the information is not just learned but mastered. (Ongoing)
  • A great example of what is NOT an assessment for learning! http://www.youtube.com/watch?v=ZEZXipnMNYw
  • Performance Assessment
  • Performance Assessment Defined by congress, Office of technology Assessment (OTA)(1992), as “testing methods that require students to create an answer or product that demonstrates knowledge and skills.” “These are a viable alternative to norm-referenced tests. Teachers can use performance assessments to obtain a much richer and more complete picture of what students know and are able to do.” (TeacherVision)
  • How to use Performance Assessments
  • How to use Performance Assessments It should be a continuation of your lessons
  • How to use Performance Assessments It should be a continuation of your lessons It can be student constructed rather than teacher selected
  • How to use Performance Assessments It should be a continuation of your lessons It can be student constructed rather than teacher selected It should always involve teacher observation
  • How to use Performance Assessments It should be a continuation of your lessons It can be student constructed rather than teacher selected It should always involve teacher observation It should highlight the students’ learning and thought process not just their answers.
  • How to use Performance Assessments It should be a continuation of your lessons It can be student constructed rather than teacher selected It should always involve teacher observation It should highlight the students’ learning and thought process not just their answers. This might mean they get the wrong answer, but their thought process can outweigh that answer.
  • http://www.youtube.com/watch?v=ZQ4lJXxb4jI
  • What do we need to do first?
  • What do we need to do first? We need to be masters of our content. (Not master teachers, just masters of our individual teaching subject)
  • What do we need to do first? We need to be masters of our content. (Not master teachers, just masters of our individual teaching subject) Understand how state standards integrate into our curriculum because these are our overall goals for the students.
  • What do we need to do first? We need to be masters of our content. (Not master teachers, just masters of our individual teaching subject) Understand how state standards integrate into our curriculum because these are our overall goals for the students. Scaffold student learning so that each standard is built upon the other.
  • What do we need to do first? We need to be masters of our content. (Not master teachers, just masters of our individual teaching subject) Understand how state standards integrate into our curriculum because these are our overall goals for the students. Scaffold student learning so that each standard is built upon the other. Transform achievement benchmarks into student- friendly versions.
  • Types of Assessments For Learning and Performance Assessments
  • Types of Assessments For Learning and Performance Assessments Student selected presentations
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs Anecdotal notes!!!!!
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs Anecdotal notes!!!!! Tests students can retake
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs Anecdotal notes!!!!! Tests students can retake Student lead study time
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs Anecdotal notes!!!!! Tests students can retake Student lead study time Practice Quizzes
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs Anecdotal notes!!!!! Tests students can retake Student lead study time Practice Quizzes Self-Assessments
  • Types of Assessments For Learning and Performance Assessments Student selected presentations Group activities with class appointed rotating jobs Anecdotal notes!!!!! Tests students can retake Student lead study time Practice Quizzes Self-Assessments Movies, Music, Dance, Drawings
  • chemistry video
  • What To Do With It Once You’ve Got It!!
  • REFLECT! Remember assessments FOR learning are to help us know what we need to do, as teachers, to ensure our students are mastering the material.
  • REFLECT! Remember assessments FOR learning are to help us know what we need to do, as teachers, to ensure our students are mastering the material. RECORD! Keep a folder for each student instead of just sending everything home with them. You can look back and see their progress over time. This also helps the students see their own progress over time.
  • REFLECT! Remember assessments FOR learning are to help us know what we need to do, as teachers, to ensure our students are mastering the material. RECORD! Keep a folder for each student instead of just sending everything home with them. You can look back and see their progress over time. This also helps the students see their own progress over time. RE-ASSESS! Assessments for learning are done while the learning is happening! It is something that should be constant and building. This shows us what we need to do next. Show students the success they have made and help them take pride in it. This encourages confidence in the content and encourages them to keep striving!
  • References Robyn R. Jackson, 2009. Never work harder than your students pg. 125-169. Rick Stiggins, 2005. Assessments for learning defined pg. 1-3. TeacherVision, 11/2/09. 5:25 pm www.teachervision.fen.com/teaching-methods/ classroom-management/27717.html. Rachel Quenemoen and Martha Thurlow, 2007. Learning opportunities for your child through alternate assessments. US Department of Education.
  • thoughts to leave you with... http://www.youtube.com/watch? v=sO0JAs7M2yo&feature=related