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My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
My Seminar 3
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My Seminar 3
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My Seminar 3

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    • 1. October 8, 2008 Aligning Assessments: Session 3
    • 2. Seminar Objectives <ul><li>Participants will be able to: </li></ul><ul><li>Create a working definition of assessment </li></ul><ul><li>Explore how assessment fits in the context of a standards-based system </li></ul><ul><li>Analyze classroom assessment options </li></ul><ul><li>Align assessment options to content standards </li></ul><ul><li>Articulate key connections between SD/CS and district requirements </li></ul>
    • 3. Blackboard / Assignments / Upper Elementary 6:50 – 7:10 Review Seminar Project: Part One &amp; Two Is it getting better???? Share positives from previous two weeks 4:30 – 4:45 Four Types of Assessments Aligning Assessments to Standards Jigsaw Activity Activity 2 5:15 – 6:00 Homework for Seminar #3 10.8.08 Read Article 6: Designing Instruction and respond to: Prompt #3: How has your use of assessments in your classroom changed since Seminar 3? Share an example. http://www.woodlands-junior.kent.sch.uk/maths http://illuminations.nctm.org www.TeachingTipsMachine.com Teaching Tips 7:20- 7:30 Now, how has your understanding of assessments changed? Share prompt Check for Understanding 7:10 – 7:20 Examining Student Work Content Pedagogy Content Knowledge “ Assessment must support student learning and inform classroom instruction, allowing both students and teachers to continuously improve.” Practice Aligning Assessments to Standards Standards &amp; A ssessments 6:00 – 6:50 Classroom Assessment Profile Review Article 4 What is assessment? Opening Activity 1 4:45 – 5:15 Classroom Connections, Guiding Questions, Notes Activity / Topic Wheel Components Time AGENDA SEMINAR THREE : ALIGNING ASSESSMENTS 10.08.08
    • 4. The Process of Instructional Planning <ul><li>Traditional </li></ul><ul><ul><li>Select a topic </li></ul></ul><ul><ul><li>Design activities </li></ul></ul><ul><ul><li>Design and give assessments </li></ul></ul><ul><ul><li>Give grade or feedback and move on to new topic </li></ul></ul><ul><li>Backward Design </li></ul><ul><ul><li>Select standards </li></ul></ul><ul><ul><li>Design assessments </li></ul></ul><ul><ul><li>Plan instruction/ differentiate </li></ul></ul><ul><ul><li>Use data to give feedback, re-teach or move on </li></ul></ul>
    • 5. Designing for Student Achievement
    • 6. Classroom Assessment Profile <ul><li>Opening Activity: </li></ul><ul><li>Please complete the left column of the graphic organizer (Session 3, page 3) </li></ul>Personal Communication Performance Assessment Constructed Response Selected Response Assessment Types Assessments I Have Used CLASSROOM ASSESSMENT PROFILE
    • 7. What is Assessment? <ul><li>Developing a working definition </li></ul><ul><li>Part One: Assessment is . . . </li></ul><ul><li>Part Two: New Ideas/Facts Gathered from “What is Assessment?” </li></ul><ul><li>Part Three: With a partner, create a revised definition of assessment </li></ul>
    • 8. Principles of Strategic Assessment <ul><li>Design the assessment immediately after prioritizing the content standards and prior to the design of instructional activities. </li></ul><ul><li>Present assessment and grading criteria to students prior to beginning a lesson or unit. </li></ul><ul><li>Provide exemplars to students at the beginning of the lesson or unit to demonstrate the standard of excellence </li></ul><ul><li>Maintain on-going assessment-based conversation with students. </li></ul>
    • 9. Why Assess? <ul><li>The most important use of assessment results is as evidence of how well a student is . . . </li></ul><ul><ul><li>Constructing knowledge </li></ul></ul><ul><ul><li>Creating personal meaning </li></ul></ul><ul><ul><li>Developing reasoning proficiency </li></ul></ul><ul><ul><li>Applying skills appropriately </li></ul></ul><ul><ul><li>Designing products </li></ul></ul><ul><ul><li>Developing constructive and productive dispositions toward learning </li></ul></ul>
    • 10. Blackboard / Assignments / Upper Elementary 6:50 – 7:10 Review Seminar Project: Part One &amp; Two Is it getting better???? Share positives from previous two weeks 4:30 – 4:45 Four Types of Assessments Aligning Assessments to Standards Jigsaw Activity Activity 2 5:15 – 6:00 Homework for Seminar #3 10.8.08 Read Article 6: Designing Instruction and respond to: Prompt #3: How has your use of assessments in your classroom changed since Seminar 3? Share an example. http://www.woodlands-junior.kent.sch.uk/maths http://illuminations.nctm.org www.TeachingTipsMachine.com Teaching Tips 7:20- 7:30 Now, how has your understanding of assessments changed? Share prompt Check for Understanding 7:10 – 7:20 Examining Student Work Content Pedagogy Content Knowledge “ Assessment must support student learning and inform classroom instruction, allowing both students and teachers to continuously improve.” Practice Aligning Assessments to Standards Standards &amp; A ssessments 6:00 – 6:50 Classroom Assessment Profile Review Article 4 What is assessment? Opening Activity 1 4:45 – 5:15 Classroom Connections, Guiding Questions, Notes Activity / Topic Wheel Components Time AGENDA SEMINAR THREE : ALIGNING ASSESSMENTS 10.08.08
    • 11. Key Questions to Ask When Designing Assessments <ul><li>What assessment methods are available? </li></ul><ul><li>What are the advantages and disadvantages of each method? </li></ul><ul><li>How well does the assessment align to the standard being assessed? </li></ul>
    • 12. Assessment Methods Types of Assessment Selected Response Constructed Response Performance Personal Communication
    • 13. Aligning Assessments Jigsaw <ul><li>EVERYONE: In your manual, review Assessment Considerations, Session 3, pages 7-8. </li></ul><ul><li>Read ONLY your assigned Assessment Method (pages 8-10 ) </li></ul><ul><li>In your group create a poster with the following: </li></ul><ul><li>Title: Assessment Type (e.g. Selected Response) </li></ul><ul><li>Part 1: Define the assigned assessment option </li></ul><ul><li>Part 2: Create a list of assessment examples included in this assessment type. </li></ul><ul><li>Part 3: List the pluses and minuses of using this method. </li></ul><ul><li>Part 4: Identify which levels of thinking (Bloom’s) is best measured by this assessment option. </li></ul><ul><li>Part 5: Find a sample standard that could be effectively assessed by your assessment method. </li></ul>
    • 14. Aligning Assessments Jigsaw - Graphic Organizer, page 11 Sample Standard: Personal Communication Sample Standard: Performance Assessment Sample Standard: Constructed Response Sample Standard: Selected Response B L O O M’s Minuses (-) Pluses (+) Examples Definition Method
    • 15. Selected Response Assessment <ul><li>Objectively scored paper and pencil test formats </li></ul><ul><li>Student is asked a series of questions, each of which is accompanied by a range of alternative choices </li></ul><ul><li>Examples </li></ul><ul><li>Multiple Choice </li></ul><ul><li>True/False </li></ul><ul><li>Matching Exercises </li></ul><ul><li>Short Answer/Fill In </li></ul><ul><li>Guiding Questions: </li></ul><ul><li>What are some of the advantages (+) of selected response assessment? </li></ul><ul><li>What are some of the disadvantages (-) of selected response? </li></ul><ul><li>What level of Bloom’s Taxonomy can most effectively and efficiently be assessed using selected response? </li></ul>
    • 16. Selected Response Assessment <ul><li>Bloom’s </li></ul><ul><li>Knowledge </li></ul><ul><li>Comprehension </li></ul><ul><li>(-) </li></ul><ul><li>Narrows student’s ability to demonstrate knowledge </li></ul><ul><li>Difficult to construct </li></ul><ul><li>Appeals to limited learning styles </li></ul><ul><li>Only assesses low levels of thinking on Bloom’s </li></ul><ul><li>(+) </li></ul><ul><li>Easy to score </li></ul><ul><li>Very objective </li></ul><ul><li>Easy to administer </li></ul><ul><li>Quick </li></ul><ul><li>Straight forward for students </li></ul><ul><li>Good practice for standardized exams </li></ul><ul><li>Easy to collect data from results </li></ul>
    • 17. Selected Response Know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core. Know the definition of conditional probability. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia. Identify idioms, analogies, metaphors, and similes in prose and poetry. Know waves carry energy from one place to another. LEVELS OF BLOOM’S 1. Knowledge 2. Comprehension Sample standards for which a Selected Response Assessment would be a strong match:
    • 18. Constructed Response Assessment <ul><li>Student is provided with an exercise that calls for the preparation of an extended written answer </li></ul><ul><li>Student might be asked to answer a question or to provide an explanation of the solution to a complex problem </li></ul><ul><li>Examples </li></ul><ul><li>Essay </li></ul><ul><li>Comparing historical events </li></ul><ul><li>Interpreting scientific information </li></ul><ul><li>Solving open-ended math problems </li></ul><ul><li>Guiding Questions: </li></ul><ul><li>What are some of the advantages (+) of constructed response assessment? </li></ul><ul><li>What are some of the disadvantages (-) of constructed response? </li></ul><ul><li>What level of Bloom’s Taxonomy can most effectively and efficiently be assessed using constructed response? </li></ul>
    • 19. Constructed Response <ul><li>Bloom’s </li></ul><ul><li>Comprehension </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul><ul><li>(-) </li></ul><ul><li>Time consuming (to complete and grade) </li></ul><ul><li>Difficult for ELLs to demonstrate their understanding due to language barrier </li></ul><ul><li>Grading is more subjective </li></ul><ul><li>(+) </li></ul><ul><li>Provides deeper window into student’s thinking </li></ul><ul><li>Can determine exactly where a student’s reasoning is strong and where it is weak </li></ul><ul><li>Allows teacher to provide more specific feedback to student </li></ul>
    • 20. Constructed Response Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah). Use properties of numbers to demonstrate whether assertions are true or false. Describe temperature and heat flow in terms of the motion of molecules (or atoms). LEVELS OF BLOOM’S 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Sample standards for which a Constructed Response Assessment would be a strong match:
    • 21. Performance Assessment <ul><li>Student carries out a specified activity </li></ul><ul><li>Assessment can be based either on observations of the process while skills are being demonstrated or on the evaluation of products created </li></ul><ul><li>Examples </li></ul><ul><li>Making a speech </li></ul><ul><li>Musical performance </li></ul><ul><li>Reading aloud </li></ul><ul><li>Speaking in a second language </li></ul><ul><li>Dance </li></ul><ul><li>Science fair exhibits </li></ul><ul><li>Term papers </li></ul><ul><li>Guiding Questions: </li></ul><ul><li>What are some of the advantages (+) of performance assessment? </li></ul><ul><li>What are some of the disadvantages (-) of performance assessment? </li></ul><ul><li>What level of Bloom’s Taxonomy can most effectively and efficiently be assessed using performance assessments? </li></ul>
    • 22. Performance Assessment <ul><li>Bloom’s </li></ul><ul><li>Application </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul><ul><li>(-) </li></ul><ul><li>Time consuming </li></ul><ul><li>Difficult to grade </li></ul><ul><li>Subjective </li></ul><ul><li>(+) </li></ul><ul><li>Mirrors authentic tasks </li></ul><ul><li>Engaging </li></ul><ul><li>Provides for wide range of learning styles </li></ul><ul><li>Allows students to express creativity </li></ul><ul><li>Can assess both process of completing a task as well as the final product </li></ul>
    • 23. Performance Assessment Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area for these objects. Measure the length of an object to the nearest inch and/ or centimeter. Decode two-syllable nonsense words and regular multisyllable words. Know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field. Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. LEVELS OF BLOOM’S 3. Application 4. Analysis 5. Synthesis 6. Evaluation Sample standards for which a Performance Assessment would be a strong match:
    • 24. Personal Communication Assessment <ul><li>Gathering information about day-to-day student achievement in the classroom by talking with students </li></ul><ul><li>A very flexible means of assessment that can be used literally at a moment’s notice </li></ul><ul><li>Examples </li></ul><ul><li>Questions and Answers </li></ul><ul><li>Conferences </li></ul><ul><li>Interviews </li></ul><ul><li>Oral Examinations </li></ul><ul><li>Guiding Questions: </li></ul><ul><li>What are some of the advantages (+) of personal communication? </li></ul><ul><li>What are some of the disadvantages (-) of personal communication? </li></ul><ul><li>What level of Bloom’s Taxonomy can most effectively and efficiently be assessed using personal communication? </li></ul>
    • 25. Personal Communication Pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture. Describe the properties of common objects and communicate observations orally. Ask and answer simple questions related to data representations. Respond to persuasive messages with questions, challenges, or affirmations. LEVELS OF BLOOM’S 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Sample standards for which Personal Communication would be a strong match:
    • 26. Personal Communication <ul><li>Bloom’s </li></ul><ul><li>Knowledge </li></ul><ul><li>Comprehension </li></ul><ul><li>Application </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul><ul><li>(-) </li></ul><ul><li>Time consuming </li></ul><ul><li>Hard to record responses/grades </li></ul><ul><li>Subjective </li></ul><ul><li>Relies on relationships between teacher &amp; student </li></ul><ul><li>(+) </li></ul><ul><li>Can be used at a moment’s notice </li></ul><ul><li>Can probe more deeply through questioning </li></ul><ul><li>Can easily involve parents in the process (through conferences) </li></ul><ul><li>Helps build relationships between teacher and student </li></ul>
    • 27. Blackboard / Assignments / Upper Elementary 6:50 – 7:10 Review Seminar Project: Part One &amp; Two Is it getting better???? Share positives from previous two weeks 4:30 – 4:45 Four Types of Assessments Aligning Assessments to Standards Jigsaw Activity Activity 2 5:15 – 6:00 Homework for Seminar #3 10.8.08 Read Article 6: Designing Instruction and respond to: Prompt #3: How has your use of assessments in your classroom changed since Seminar 3? Share an example. http://www.woodlands-junior.kent.sch.uk/maths http://illuminations.nctm.org www.TeachingTipsMachine.com Teaching Tips 7:20- 7:30 Now, how has your understanding of assessments changed? Share prompt Check for Understanding 7:10 – 7:20 Examining Student Work Content Pedagogy Content Knowledge “ Assessment must support student learning and inform classroom instruction, allowing both students and teachers to continuously improve.” Practice Aligning Assessments to Standards Standards &amp; A ssessments 6:00 – 6:50 Classroom Assessment Profile Review Article 4 What is assessment? Opening Activity 1 4:45 – 5:15 Classroom Connections, Guiding Questions, Notes Activity / Topic Wheel Components Time AGENDA SEMINAR THREE : ALIGNING ASSESSMENTS 10.08.08
    • 28. What to Look for in Classroom Assessments Effective and efficient - Students can present and defend their judgments and opinions in an interactive setting that delves deeply into their thinking. Effective and efficient - Students can construct responses that clearly demonstrate their evaluative capabilities. Not recommended – does not effectively provide evidence desired evaluative thinking. Difficult to construct effective items. VI Evaluation Effective and efficient - Students can demonstrate their ability to compile and reformulate information in a number of different ways. Effective and efficient - Students can construct responses that clearly describe their process of synthesizing information. Not recommended – does not effectively provide evidence desired synthesis processes. Difficult to construct effective items. V Synthesis Effective but may be inefficient – The teacher would have to measure both process and product to truly get at students’ analytical thinking. Effective and efficient - Students can construct responses that clearly indicate their analytical process. Not recommended – does not effectively provide evidence desired analytical thinking. Difficult to construct effective items. IV Analysis Most effective - Students can demonstrate written, oral, and physical applications of knowledge and understanding. Somewhat effective - this type of assessment can only measure applications in the written form. Not recommended – does not Effectively demonstrate ability to apply knowledge and comprehension. Difficult to construct effective items. III Application Not recommended – too inefficient This is an efficient and effective way to measure comprehension, and determine the nuances of student understanding. Effective way to measure students’ comprehension, but will not get at their actual reasoning. II Comprehension This can be both effective and efficient way to measure any level of Bloom’s, but may be hard to formally record or track. Not recommended – too inefficient You can get at knowledge with this method, but it may be inefficient, or somewhat subjective. This is an efficient and objective way to quickly gauge student knowledge of discrete facts. I Knowledge Personal Communication Performance Assessment Constructed Response Selected Response Level of Bloom’s
    • 29. Criterion for Effective Assessment <ul><li>“ I.T.E.S.T.” </li></ul><ul><li>Informative : Informs instructional planning </li></ul><ul><li>Timely : Provides timely feedback to students </li></ul><ul><li>Explainable : Helps teachers communicate (to parents, administrators, other teachers and students) student progress towards mastery of standards </li></ul><ul><li>Specific : Identifies specific strengths and weaknesses of students </li></ul><ul><li>Targeted : Assists students in determining to what extent they have mastered the content </li></ul>
    • 30. Aligning Assessments to Standards <ul><li>Criterion 1: Cognitive Requirements EFFECTIVE </li></ul><ul><ul><li>“ Does the assessment require students to think or reason on the level that is required by the standard?” </li></ul></ul><ul><ul><li>Matching assessment methods with the level of Bloom’s embedded in standards is crucial work that teachers must understand and be able to do well. </li></ul></ul><ul><li>Criterion 2: Implementation Requirements EFFICIENT </li></ul><ul><ul><li>“ Is the complexity or time required to implement the assessment justified by the quality of information it will yield?” </li></ul></ul>
    • 31. Choosing Assessments for Standards <ul><li>4.3.1. Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter’s Fort </li></ul><ul><li>3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g. comedy, tragedy, drama, dramatic monologue). </li></ul><ul><li>9. Plan and conduct a scientific investigation to test a hypothesis. </li></ul><ul><li>3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid . </li></ul><ul><li>ASSESSMENT OPTION </li></ul><ul><li>Selected Response </li></ul><ul><li>Constructed Response </li></ul><ul><li>Performance </li></ul><ul><li>Performance &amp; Personal Communication </li></ul>STANDARDS__
    • 32. Classroom Assessment Profile <ul><li>Revisit the classroom assessment profile on page 3. </li></ul><ul><li>Classify “assessments you have used” into one of the four assessment types. </li></ul><ul><li>Do you notice any patterns? </li></ul>
    • 33. Summative Assessment Considerations <ul><li>Aligned to P1 standard(s) </li></ul><ul><li>Reflects criterion for effective assessment (I.T.E.S.T.) </li></ul>MOST EFFICIENT &amp; MOST EFFECTIVE Way to measure mastery of standards
    • 34. Blackboard / Assignments / Upper Elementary 6:50 – 7:10 Review Seminar Project: Part One &amp; Two Is it getting better???? Share positives from previous two weeks 4:30 – 4:45 Four Types of Assessments Aligning Assessments to Standards Jigsaw Activity Activity 2 5:15 – 6:00 Homework for Seminar #3 10.8.08 Read Article 6: Designing Instruction and respond to: Prompt #3: How has your use of assessments in your classroom changed since Seminar 3? Share an example. http://www.woodlands-junior.kent.sch.uk/maths http://illuminations.nctm.org www.TeachingTipsMachine.com Teaching Tips 7:20- 7:30 Now, how has your understanding of assessments changed? Share prompt Check for Understanding 7:10 – 7:20 Examining Student Work Content Pedagogy Content Knowledge “ Assessment must support student learning and inform classroom instruction, allowing both students and teachers to continuously improve.” Practice Aligning Assessments to Standards Standards &amp; A ssessments 6:00 – 6:50 Classroom Assessment Profile Review Article 4 What is assessment? Opening Activity 1 4:45 – 5:15 Classroom Connections, Guiding Questions, Notes Activity / Topic Wheel Components Time AGENDA SEMINAR THREE : ALIGNING ASSESSMENTS 10.08.08
    • 35. Practice Aligning Summative Assessment to P1 Standard <ul><li>Work in small groups to align a summative assessment to a P1 standard </li></ul><ul><ul><li>Choose a P1 standard </li></ul></ul><ul><ul><li>Identify the most effective and efficient assessment method(s) for that standard (using Bloom’s &amp; pluses/minuses considerations) </li></ul></ul><ul><ul><li>Briefly describe the assessment </li></ul></ul>
    • 36. Five-Step Unit Planning Process Step 5: Develop differentiated learning activities Step 4: Determine how to communicate standards to students Step 3: Select a focus standard for the lesson and define objectives Step 2: Design a summative assessment <ul><li>Step 1: </li></ul><ul><li>Identify and cluster unit standards </li></ul>
    • 37. THINKING LIKE AN ASSESSOR, not just an activity designer <ul><ul><li>Thinking Like an Activity Designer </li></ul></ul>Thinking Like an Assessor <ul><ul><li>What will students be doing in and out of class? </li></ul></ul><ul><ul><li>What assignments will be given? </li></ul></ul><ul><ul><li>How will I be able to distinguish between those who really understand and those who do not? </li></ul></ul>What resources and materials are available on this topic? <ul><ul><li>What performance tasks anchor the unit and focus the instructional work? </li></ul></ul><ul><ul><li>What would be interesting and engaging activities on this topic? </li></ul></ul><ul><ul><li>What would be sufficient and revealing evidence of understanding? </li></ul></ul><ul><ul><li>Did the activities work? </li></ul></ul><ul><ul><li>Why or why not? </li></ul></ul><ul><ul><li>What misunderstandings are likely? </li></ul></ul><ul><ul><li>How will I check for misunderstandings? </li></ul></ul><ul><ul><li>How will I give students a grade (and justify it to their parents)? </li></ul></ul><ul><ul><li>Against what criteria will I distinguish work? </li></ul></ul>
    • 38. Blackboard / Assignments / Upper Elementary 6:50 – 7:10 Review Seminar Project: Part One &amp; Two Is it getting better???? Share positives from previous two weeks 4:30 – 4:45 Four Types of Assessments Aligning Assessments to Standards Jigsaw Activity Activity 2 5:15 – 6:00 Homework for Seminar #3 10.8.08 Read Article 6: Designing Instruction and respond to: Prompt #3: How has your use of assessments in your classroom changed since Seminar 3? Share an example. http://www.woodlands-junior.kent.sch.uk/maths http://illuminations.nctm.org www.TeachingTipsMachine.com Teaching Tips 7:20- 7:30 Now, how has your understanding of assessments changed? Share prompt Check for Understanding 7:10 – 7:20 Examining Student Work Content Pedagogy Content Knowledge “ Assessment must support student learning and inform classroom instruction, allowing both students and teachers to continuously improve.” Practice Aligning Assessments to Standards Standards &amp; A ssessments 6:00 – 6:50 Classroom Assessment Profile Review Article 4 What is assessment? Opening Activity 1 4:45 – 5:15 Classroom Connections, Guiding Questions, Notes Activity / Topic Wheel Components Time AGENDA SEMINAR THREE : ALIGNING ASSESSMENTS 10.08.08
    • 39. Closing <ul><ul><li>Share new understandings </li></ul></ul><ul><ul><li>Share corrected misconceptions </li></ul></ul><ul><ul><li>Review new discussion board prompt </li></ul></ul>

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