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Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
Using Assessments to Improve Teaching and Learning by Thomas Guskey
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Using Assessments to Improve Teaching and Learning by Thomas Guskey

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A slideshow about Thomas Guskey's chapter in Doug Reeves' book Ahead of the Curve

A slideshow about Thomas Guskey's chapter in Doug Reeves' book Ahead of the Curve

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  • 1. THOMAS GUSKEY 1 “For assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must:1.  use assessments assources of 2.  follow assessmentsinformation with high-qualityfor both students andteachers… corrective instruction… 3. and give students 2nd chances to demonstrate success.”
  • 2. THOMAS GUSKEY 2 1. Assessments as Sources of Information “Classroom assessments that serve as meaningful sources of information DO NOT SURPRISE STUDENTS.”
  • 3. THOMAS GUSKEY 3 “The results of the assessments facilitate learning by providing ESSENTIAL FEEDBACK on students’ learning progress and by helping to identify learning problems.”
  • 4. THOMAS GUSKEY 4 “Assessments should reflect the concepts and skills the teacher emphasized in class, along with the criteria the teacher provided (ahead of time) for how s/he would judge student performance.”
  • 5. THOMAS GUSKEY 5 NOTA BENE! Assessments need to be aligned with provincial standards which have been reduced to no more than 12 essential outcomes.
  • 6. THOMAS GUSKEY 6“If a particular conceptor skill is importantenough to assess, then itshould be importantenough to teach.” “And if it is not important enough to teach, then there is little justification for including it in the assessment.”
  • 7. THOMAS GUSKEY 7 Assessments provide teachers with specific guidance in their efforts to improve the quality of their teaching by helping identify what they taught well and what needs work.
  • 8. THOMAS GUSKEY 8 When, through analysis, a teacher sees that as many as ½ the students in a class answer a clear question incorrectly or fail to meet a particular criterion or essential outcome, it is not a student learning problem – it is a teaching problem…If, based on this assessment evidence, a teacher is reaching lessthan ½ of the students in the class, the teacher’s method ofinstruction needs to improve. 
  • 9. THOMAS GUSKEY 92. High Quality CorrectiveInstruction “If assessments provide vital information for both students and teachers, then it makes sense that they donot mark the end of learning.”
  • 10. THOMAS GUSKEY 10Assessmentsmust be followedby high-qualitycorrectiveinstructiondesigned to helpstudents remedywhatever learningerrors identifiedwith theassessment.
  • 11. THOMAS GUSKEY 11 “To charge ahead knowing that certain concepts or skills have not been learned well would be foolish.”
  • 12. THOMAS GUSKEY 12High-quality corrective instruction is not thesame as re-teaching…1. Present ‘unlearned’concepts “with instructionalalternatives that presentthose conceptsin new waysand engage students indifferent and moreappropriate learningexperiences.”
  • 13. THOMAS GUSKEY 13High-quality corrective instruction is not thesame as re-teaching… 2. Accommodate differences in students’ learning styles and intelligences.
  • 14. THOMAS GUSKEY 14High-quality corrective instruction is not thesame as re-teaching…3. Must be doneIN CLASS,under teacher’sdirection.Therefore, theremust beextension workfor those who ‘gotit’ the first time.
  • 15. THOMAS GUSKEY 15High-quality corrective instruction is not thesame as re-teaching… TEACHERS ALREADY DO THIS when they tutor individual students.
  • 16. THOMAS GUSKEY 163. 2nd Chance to DemonstrateSuccess “Assessment cannot be a one-shot, ‘do-or- die’ experience for students.”
  • 17. THOMAS GUSKEY 17 Only in schools do students face the prospect of one-shot, do-or- die assessments, with no chance to demonstrate what they learned from previous mistakes. > Surgeons > Pilots > Driver’s License Exam
  • 18. THOMAS GUSKEY 18 “Mistakes should not mark the end of learning; rather, they can be the beginning.” “Those students who do well on a 2nd chance assessment have also learned well.”
  • 19. THOMAS GUSKEY 19It must be anONGOINGEFFORT to help studentslearn.
  • 20. THOMAS GUSKEY 20“If teachers followassessments withhigh-qualitycorrectiveinstruction, thenstudents should have a2nd chance todemonstratetheir new level ofcompetence andunderstanding.”
  • 21. THOMAS GUSKEY 21 “Teachers who use classroom assessments as part of theinstructional process help ALL of their students do exactly what the most successful students have learned to do for themselves.”

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