• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content

Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Types of assessment updated

on

  • 2,630 views

 

Statistics

Views

Total Views
2,630
Views on SlideShare
2,607
Embed Views
23

Actions

Likes
3
Downloads
131
Comments
0

3 Embeds 23

http://assessmenttypes.wikispaces.com 15
http://pinterest.com 7
http://www.pinterest.com 1

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Here are some features of summative and formative assessment that describe some basic differences.(CLICK)(PAUSE FOR A MOMENT TO ALLOW PARTICIPANTS TO READ)(CLICK)(PAUSE FOR A MOMENT TO ALLOW PARTICIPANTS TO READ)A sports analogy is commonly used to distinguish between formative and summative assessment. Players and coaches use practice, or formative assessment, to prepare for the big game, which is the summative assessment. (CLICK)
  • Provide overview of video and what to look for. Discuss

Types of assessment updated Types of assessment updated Presentation Transcript

  • Types of Assessment
    Thoughts for the 21st Century
  • Goals of Session
    Examine current research findings and recommendations associated with assessment practices
    Provide teachers with an overview of a variety of assessment options
    Create a shared vision for use of data from formative assessments
  • Enduring Understandings
    Student learning improves through interaction with teachers skilled in the use of a variety of assessment options.
    How assessment information is used is more important than its format.
    Formative assessment has a positive effect on student learning.
  • Agree or Disagree with the Statement
    Responses to teacher questions posed to the class are an invaluable source of assessment data.
    Written preassessmentsprovide the best evidence of student skill and knowledge.
    Nature of feedback is more important than the quantity of feedback.
  • Key Steps
    Where the learner is going
    Where the learner is right now
    How to get there
  • Where the Learner is Headed
    Mastery of VBCPS Curriculum Goals
    Critical and Creative Thinker, Innovator, and Problem Solver
    Effective Communicator and Collaborator
    Globally Aware, Independent, Responsible Learner and Citizen
    Life-Long Learner
  • Where the Learner is Right Now
    Mastery of learning goals, 21st Century Skills
    Diagnostic assessments
    Division-wide assessments
    Summative assessments
    Formative assessments
    Self evaluation
    Portfolio of evidence
    Informal assessments by teacher
    Classroom assessments
    Common assessments
    Performance assessments
    Professional judgment of the teacher
    Rubrics aligned to learning goals
  • How to Get There
    Analysis of data from formative assessments
    Use of formative assessment to differentiate instruction
    Additional support for students who have/have not mastered content and skills
    Ongoing teacher support
    Support from peers through collaborative work
    Peer review of work
    Timely and appropriate feedback
    Variety of instructional materials and approaches
    Student understanding of learning goals and how to get there
  • Categories of Assessment
    Summative
    Formative
    Diagnostic
  • Summative Assessment
    • Assessment of learning
    • Documents student learning at the end of an instructional unit
    • Provides grades for accountability purposes
    • Has a weak, fleeting effect on learning
  • Summative &Formative Assessment
    What do the experts say?
    James Popham provides an overview
  • Formative Assessment
    Used to inform instruction
    Assessment becomes formative when it is used to adapt teaching to meet learning needs
  • Formative Assessment
    • Assessment for learning
    • Identifies students’ needs and guides instruction on an ongoing basis
    • Provides specific, timely feedback to improve student learning
    • Has a strong, positive, and long-lasting effect on learning
  • Assessment for Learning
    A Classroom Example
  • The Power of Feedback
    Students given marks are likely to see it as a way to compare themselves with others; those given only comments see it as helping them to improve. The latter group outperforms the former.
    Wiliam and Black
  • Use of Assessments
    The same assessment can be used for a variety of purposes
    Examine the assessment on the next slide.
    Could it be used for
    a diagnostic or pre-assessment?
    Formative assessment?
    Summative assessment?
  • Which sentence uses correct subject-verb agreement?
    A) The orchestra is playing all of Mozart’s compositions while Jan and Natasha sings.
    B) Bacon and eggs is a breakfast that everyone on the committee enjoys.
    C) Hats and scarves are items the team wear on wintry days.
    D) Bill and Janet say the deer herd are in the garden, but nobody seems to care.
  • Role of the Teacher
    Clarifying and sharing learning intentions and success criteria
    Engineering effective classroom discussion and tasks
    Providing feedback that moves learners forward
    Activating students as owner of their learning
    Activating students as instructional resources for one another.
    Dylan Wiliam
  • Research Recommends
    Questioning
    Use of formative assessment data to modify instruction
    Active involvement of students in the learning and assessment process
    Use of summative assessments formatively
    Descriptive feedback
  • Questioning
    How does a teacher gain information about student learning by asking questions?
  • Research Recommends
    The questions matter
    Spend more time formulating higher-level questions
    Increase wait time so students have longer think time
    Expect all students to answer questions
    Consider adopting a “no hands” policy
    Dylan Wiliam
  • How could this be used?
    Circle all of the items associated with the American Revolution
    taxation
    representation
    Robert E. Lee
    Samuel Adams
    Patrick Henry
    Boston
    Appomatox Courthouse
    Yorktown
  • A Formative Assessment?
    After instruction have students complete some “test” items
    Review student work, but do not mark particular items as correct or incorrect
    Indicate number of correct answers on the paper
    Return the papers and have students identify and correct their work in collaborative teams
  • Scenarios