Assessment & Planning
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Assessment & Planning

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SAIS New Teacher Institute 2014

SAIS New Teacher Institute 2014

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  • bring things forward from last assessment - score for each
  • but my thing is just science... no! your new thing is teaching science and the unwritten curriculum
  • If it harms self-esteem, the student doesn’t see the feedback as acheival
  • first year teachers - highly recommend using someone’s else plan - better support & focus on other things
  • Piling up. Not fair to you, not fair to students. They deserve timely feedback!

Assessment & Planning Assessment & Planning Presentation Transcript

  • Assessment and Grading Approach, Strategies and Tips 1
  • When you see… 2 Plasticity!
  • Activity Ongoing collection of data Real-time and summative analysis of data Alter course Lesson Design Your objectives clear Activities will get you what you want Individual needs are built in Assessment Design Students know what the target is Various ways to gather data Formative and summative Assessment Cycle
  • Elements of a Plan 4 curricular goals and outcomes how to measure success or mastery assignment types weighting of assignments
  • Key Questions 5 why are you assessing? who are you assessing? how will you use the info? what are you assessing? skills? content? both? how do you know if you’re doing it right? what will this assessment tell you? can you trust it?
  • 6
  • What is my assessment really assessing? 7
  • 8 There were three times as many girls as boys. If there were 180 girls, how many students were there? Student didn’t do the second page on the back? Instructions: Answer in complete sentences. Spelling counts. Question: Summarize the main causes of the civil war 5th grade student answers: Student got through only half of the test in the allotted time; every answer she completed was correct and sophisticated. Angie’s daughter’s chemistry test?
  • You might be assessing….
  • summative or formative? 10
  • ACTIVITIES WITH GREAT FORMATIVE FEEDBACK
  • Formative Feedback: Things To Do • Focus on task, not learner • Elaborate • Only enough for student to implement • Specific • Emphasize • Give feedback right after the learner has made an attempt 12 Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
  • Formative Feedback: Things To Avoid • Normative comparisons • Overall grades until absolutely necessary • Anything that discourages, or harms self- • if it does, you’ve missed the target • Praise of the student. Keep it on the task. • Interrupting active engagement • Hints that point to a correct answer • Limiting to text feedback • Extensive error analysis 13 Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
  • Formative Feedback: Timing • Difficult task? Immediate. • Simpler tasks? Delayed. • Procedural tasks? Immediate. • Improved transfer of learning? Delayed. 14 Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
  • Formative Feedback: Differentiation • High achievers? • Delayed, hints, cues, prompts, challenging their ideas, verification check ins • Strugglers? • Immediate, explicit, support, scaffolding, 15 Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
  • Portfolios • Involve students in the choices. • Choices show mastery or growth over time. • Have a good management system that students can own and access. 16
  • 17
  • Rubrics • Scoring guide to evaluate performance based on a range of criteria • Defines the target. What does great work look like? • Have students create them! “What constitutes an excellent performance/product? • http://rubistar.4teachers.org/index.php 18
  • 19 www.teachervision.fen.com Chocolate Chip Cookie Rubric
  • 20
  • music video rubric activity 21
  • 22 A Million Ways by OK GO
  • Teaching rubric activity: What are the most important elements of good teaching? 23
  • 24 Four Types of Performance CriteriaDifferences in Degree
  • 25
  • Have a plan - Stick with it! • Talk to experienced teachers. Don’t be shy about using their stuff. • Work with the school’s system and expectations • Support your observations with evidence • Set and meet expectations for students and parents • NO SURPRISES. FOR ANYONE! 26
  • Summary • Stay on top of it. Don't let assignments pile up! ▫ plan for when and how when you plan ▫ know the reporting schedule for your school • Not every assignment needs formal assessment • Know who, what and why you are assessing • Involve students heavily in assessment • Formative, formative, formative! (doesn’t need to hit your grade book 27