Smu 511 week 3(1)
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Smu 511 week 3(1)

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Smu 511 week 3(1) Smu 511 week 3(1) Presentation Transcript

  • AssessmentEDUC 511February 15-16, 2013
  • Assessment Plan for Units of Instruction Benchmark Benchmark SummativePre- Formative Formative (End of Unit)Assessment “Informative” Formative Assessments (i.e., check for understanding, inform instructional planning) to determine when students are ready for common formative assessment
  • Summative (End of Unit) Assessment With your content alike team, select one team member‟s essential learning outcomes. As a team, determine how you would want your students to document their understanding in a meaningful and complex way. Then develop a checklist of the specific criteria your students would need to document to communicate their understanding.
  • Summative AssessmentChecklist Aligns with the essential learning outcomes Aligns with the learning targets (knowledge, skill, reasoning, and product) and I Can statements Details criteria that students need to demonstrate Requires rigorous demonstration of understanding (addresses upper 4 levels of Bloom‟s) Group items (expectations) logically to scaffold (support) student understanding Be certain selected response items are plausible Be certain constructed response items communicate criteria Limit the number of assessment questions Be certain items are not redundant
  • Self and Peer Assessment Use the summative assessment checklist to assess your own summative assessment. Join another member of your content alike group and complete a peer assessment of each other‟s summative assessment.
  • Differentiating Assessments Using one of the assessments generated, develop differentiated assessment options using one of the following: ◦ A “tic-tac-toe” assessment matrix that would provide options based on learner interest, preferences. ◦ A menu that includes an appetizer, an entrée, two sides, and dessert (optional). ◦ A tiered assessment (scaled assessment) where a “3” is proficient.
  • Developing Checklists Focus questions for developing your assigned checklist: What does quality work look like for __________________? What do we need to document, demonstrate to communicate our understanding?
  • Developing a Blog:Defining Expectations Review the expectations for developing effective checklists. Based on our discussion of developing a blog for your learning and for assigned and self-selected excerpts from the text, collaboratively generate a list of expectations you would have…if you were the course instructor.
  • Developing Checklists Using the checklist about developing checklists, brainstorm criteria for one of the following assessments: ◦ Assessment plan for unit of instruction  Pre-Assessment  8 Formative and Differentiated Assessments  2 Common Formative (Benchmark) Assessments  End of Unit Test (Summative)  Performance Assessment  Checklist and/or Rubric Development  Plan for Documenting and Reporting Grading ◦ Assessment literacy and philosophy reflective summary ◦ Post-assessment on assessments
  • From Excerpts to Experts Read your assigned excerpt on pre- assessment and respond to the reflective prompts. Join others excerpt-like members and discuss the excerpt and reflective responses. Be prepared to share your expertise with other groups.
  • Developing Pre-Assessments Using the identified selection from Rigorous Curriculum Design on Pre- Assessment, discuss the different positions that Ainsworth describes. Essential Question: ◦ What did we discover about developing pre-assessments from Ainsworth that will shape our practice?
  • Developing Pre-Assessments Using what we have learned about developing pre-assessments and with your summative assessment, discuss the components of a pre-assessment that you plan to develop with other members of your content-alike work group.
  • Understanding FormativeAssessment Using one of the definitions of formative assessment, identify the most essential aspect of the definition that all teachers need to know. Join others who have the same definition (same color of paper). Reintroduce yourselves and then generate a brief summary of the definition that all teachers need to know. Be prepared to share with the whole group.
  • “Every Day in Every Classroom”: Clarifying Our Understanding of FormativeAssessment Read the introductory paragraphs and the numbered sections in the article, “Every Day in Every Classroom” from Educational Leadership. Use the “Details—Main Idea” template to record the most essential information from the excerpt. Don‟t complete the Main Idea summary section of the
  • Learning Line Up Form two lines that face each other. When prompted, briefly share what you summarized for the introductory paragraphs. When prompted, one line will rotate 3 people and then share the summary from excerpt #1. Repeat for the remaining excerpts. After the last rotation, join three other people and record a “main idea” that can be shared with the rest of the group.
  • Developing AssessmentLiteracy Aside from the introduction and definition, read your assigned excerpt from Attributes of Effective Formative Assessments. Use the split-page note taking process to document what you found essential on the right side of the page. When prompted, join others who were assigned to the reading.
  • Developing AssessmentLiteracy As a core group, decide what is most essential that everyone should know. Document additional concepts, interpretations on the left side of the page. Be prepared to teach your attribute to another group. When prompted, form mixed groups.
  • Defining the Attributes Return to your base group and create a visual representation to document the essential attributes of an effective formative assessment. Be prepared to share your group‟s representation.
  • Creating FormativeAssessmentsIn your content area work group… Select an essential learning outcome that you would teach (from someone‟s unit of instruction).Individually… Generate a few assessment options and record them on the template provided. When prompted, rejoin your group members and share the assessment options you have identified.Collaboratively… Share the assessment options you have created.
  • Developing Formative AssessmentsLearning Assessment Assessment Assessment AssessmentTarget Option 1 Option 2 Option 3 Option 4 Create, document a variety of Document the learning assessment options to check for target/I Can statement and demonstrate student that you want students to understanding learn.
  • Developing Formative AssessmentsLearning Assessment Assessment Assessment AssessmentTarget Option 1 Option 2 Option 3 Option 4I can Record what In small groups, Talk with Write acommunicate you learned discuss the another class paragraphmy about each of character traits member about about the mostunderstanding the main that are the what you think essentialof character characters most important the character character traitsdevelopment using a for helping us will do—predict that have been fishbone understand the his actions, and demonstrated diagram. story; create a then briefly and what they list to share with write why you reveal about the the rest of the made the meaning of the class. predictions you story. did.
  • From Learning Targets…and Beyond!Developing Assessments, Interventions, Enrichments  “A shared learning target unpacks a „lesson-sized‟ amount of learning—the precise „chunk‟ of the particular content students are to master” (Leahy, Lyon, Tho mpson, & Wiliam, 2005).
  • Proactive Interventions, EnrichmentsAccommodation Differentiated s Assessments Learning Targets Formative Self- Assessments Assessment
  • Essential Question:Proactive Intervention, Enrichment As I plan instruction to teach the learning target, how can I proactively define instructional interventions, enrichments to support the specific concepts or skills students need to learn? Learning• Pre-teaching Target • Extension• Re-teaching • “I Can” • Enrichment• Remediation statement • Inquiry Intervention Enrichment
  • Essential Question:Formative Assessments As I plan instruction to teach the learning target, what are the multiple ways that I will assess students‟ understanding of the learning target? Formative Assessment Option #1 Formative Assessment Learning Formative Assessment Option #4 Target Option #2 Formative Assessment Option #3
  • Essential Question:Differentiated Instruction andAssessments As I plan instruction to teach the learning target, how will I differentiate instruction? Are there options for differentiating how students demonstrate their understanding? Differentiating • How will I differentiate Instruction content and/or process? Differentiating • How will I differentiate Assessment product?
  • Essential Question:Accommodations As I plan instruction to teach the learning target, what modifications or accommodations do I need to provide to ensure students with an identified disability have access to core instruction? Essential Question: ◦ Given my instructional context (who my students are and what their needs are), what accommodations do I need to consider for the learning target?
  • Essential Question: Self-Assessment  As I plan instruction to teach the learning target, how can I incorporate self-assessment strategies to support the transfer of responsibility and to deepen metacognition?Learning Targets— What can I do? When did learnI Can Statements How am I moving about the concept? toward mastery? What materials and resources do I have?
  • Connecting Our Work, Deepening Our Understanding:Using a Blog With a partner, determine what and how you plan to develop your blog and contribute to others‟ learning through your blog postings and online collaboration.