Assessment that Informs Instruction
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Assessment that Informs Instruction

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BCTF New Teachers Conference 2014 - Richmond, BC

BCTF New Teachers Conference 2014 - Richmond, BC

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  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  • BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  • Reading comprehension = Thinking
  • My students haven’t seen a number yet.
  • Practice with out penalty.Descriptive feedback related to agreed upon criteria / performance standards.Raises level of student attainment, and helps struggling students the most.

Assessment that Informs Instruction Assessment that Informs Instruction Presentation Transcript

  • Assessment that Informs Instruction Knowing my students as thinkers, readers and writers… Presented by: Jonathan Vervaet @jonathanvervaet
  • “Assessment is the beginning and the end of my teaching. It defines my culture, my relationships, my learning community, my values, and my beliefs about teaching and learning.” - Matt Rosati
  • How the worlds best schools come out on top. 1.Get the right people to become teachers. 2.Develop them to be effective.* 3.Ensure the system is able to deliver the best possible instruction for every child. * Coaching classroom practice. • Move teacher training to the classroom. • Strong School Leaders • Teachers learn from each other – Professional Learning Communities (PLCs)
  • Becoming Otherwise How do we ensure the system is able to deliver the best possible instruction for every child?
  • “If students have not been told where they are going, it is unlikely that they will arrive.” – Shirley Clark
  • Learning Intentions “I can find evidence of current assessment research in my practice.”
  • Learning Intentions “I can identify ways to use assessment to inform my instructional decisions .”
  • Learning Intentions “I can become curious about something in the research I want to inquire further into.”
  • The Bridge Between the Students and the Curriculum What is my content? Who are my students?
  • The Bridge Between the Students and the Curriculum Strategic teaching requires you to know your students.
  • What are some ways you can get to know your students both as learners and as people?
  • Proficient Readers Research Successful readers – regardless of age – are active, purposeful, strategic, and metacognitive.
  • Proficient Readers Research They construct meaning and learn from text by using cognitive strategies before, during, and after reading.
  • “No matter what grade level you teach, no matter what content you teach, no matter what you teach with, your goal is to improve students’ comprehension and understanding.”
  • “Student learning is enhanced when teachers at all grades, teaching all subjects, see themselves as teachers of literacy.”
  • Instructional Design The 8 Cognitive Functions Good Readers Use
  • 1. Setting a purpose / Reading with purpose in mind 2. Activating background knowledge to enhance understanding 3. Monitoring comprehension and awareness of how to repair comprehension problems 4. Determining what’s important
  • 5. Making inferences and drawing conclusions 6. Visualizing mental images 7. Synthesizing and accurately summarizing information 8. Making connections What is the most important cognitive reading function for students?
  • Performance Based Reading Assessment - Curriculum based reading assessment, created around grade level expectations for proficient reading. - Reading literature, reading for information, reading poetry etc.
  • Performance Based Reading Assessment It’s a snapshot of independent thoughtful reading. The intent is to see if students are independently and thoughtfully applying the skills and strategies required – at this particular grade level, in this particular subject.
  • Helps teachers: - collect information about their students’ reading level and ability. - inform their teaching. Administered early in the school year or term. Examined to identify areas of strength and challenge.
  • This is NOT FOR MARKS! Used to help target specific areas of instruction. Repeated to help teachers monitor the effectiveness of their instruction and adjust teaching plans.
  • What does good look like? What does good look
  • The Use of Performance Standards
  • Descriptive Scoring – based on performance standards
  • Writing Performance Standard: Grade 8 Approaching Expectations The writing consists of loosely connected ideas and details; fragmented and difficult to follow. Meeting Expectations The writing presents some connected ideas; accomplishes the basic purpose or task. Often does not flow smoothly. Fully Meeting Expectations The writing is clear, detailed, and wellorganized; accomplishes the purpose or task; flows smoothly. MEANING • ideas and information • use of detail • generalizations or conclusions • purpose is unclear; writing is unfocused • inappropriate, trivial, or simplistic details • purpose is clear; may lose focus • some relevant examples and details • purpose is clear; focus is generally sustained • specific relevant examples, details FORM • introduction • organization • introduction does not clearly identify purpose • lacks organization; often one paragraph of loosely related details and examples • introduction states purpose; not engaging • related material is grouped together, but transitions and paragraphing are weak (reads like a list, leaving the reader to make connections) • introduction clearly establishes purpose; attempts to engage • individual paragraphs or sections are wellorganized; overall sequence and transitions may be ineffective in places SNAPSHOT Exceeding Expectations The writing is clear, complete, and focused; effectively accomplishes the purpose or task, and may engage the reader. • purpose and focus are effective and sustained • uses specific relevant examples and details to elaborate and clarify • introduction effectively establishes purpose; engages • effectively organized; paragraphs or sections are welldeveloped, logically sequenced, and joined by transitions Identifying your next steps… What is the one part of your writing that is easiest to fix for your next paragraph? What one part of your writing is holding you back the most?
  • Reading Performance Standard Grade 2
  • Keep the numbers and letters out of it! “Is this for marks?”
  • Assessment should Inform Instruction
  • Good planning requires clear thinking, captured in a wellconstructed, precise, written plan, and is a prerequisite to the art of effective teaching.
  • Thinking is fundamental to planning.
  • “Covering” Curriculum
  • Cover – to hide or conceal
  • The Prescribed Learning Outcomes are the goals, not content coverage. Use the textbook as a resource, not the syllabus.
  • Approaches 1. AFL Strategies 2. Open-ended Strategies 3. Gradual Release of Responsibility 4. Co-operative Learning 5. Information / Literature Circles 6. Inquiry
  • Instructional Design The Science of Learning
  • Instructional Design 90% of what we know about the brain we have learned in approximately the last 2 years
  • Instructional Design The same will be true 10 years from now
  • Carol Dweck (2006) Fixed vs. Growth Mindset. Fixed – Believe they have to work with whatever intelligence they have because it can’t be increased. They resist novel challenges if they can’t succeed immediately. They’d rather not try than be perceived as dumb.
  • Carol Dweck (2006) Fixed vs. Growth Mindset. Growth – Believe intelligence can be built through life. See working harder as a way to improve. They persist and try a wide variety of solutions when given novel tasks.
  • Carol Dweck (2006)
  • Csikzentmihalyi (1990) Flow Theory – The exhilarating moments when we feel in control, full of purpose, and in the zone.
  • Csikzentmihalyi (1990) Challenge Level Skill Level
  • Take 3! How is the science of learning connected to assessment?
  • Constantly weighing the pig won’t make it fatter... The Benefits of Formative Assessment
  • The Latin root word for assessment is "assidere" which means to sit beside.
  • "We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.” - Costa and Kallick (1992)
  • You must use the research to support your practice to avoid being a well intentioned “Enthusiastic Amateur.” - Fullan and Hargraeves “Professional Capital”
  • Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science. - Richard Elmore (Professor of Education Leadership at Harvard Graduate School of Education)
  • Contact Information Jonathan Vervaet Email: jonathanvervaet@gmail.com Twitter: @jonathanvervaet Blog: jonathanvervaet.wordpress.com