Got assessment FCEC 2013


Published on

This presentation shares the different types of assessment, formative and summative with ideas and tools to support the management and implementation of these assessments.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  •, E. A., & Shin, E. (2011). Peer feedback: Who, what, when, why, and how. Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning. Kappa Delta Pi Record, 46(3), 112-117. Among other findings, they discovered that peer feedback had positive impacts on instructional practices as teachers showed more frequent reflection routines for teachers.
  • Bulkley, K., Olah, L. N., & Blanc, S. (Eds.) (2010). Special issue on benchmarks for success? Interim assessments as a strategy for educational improvement. Peabody Journal of Education, 85(2).article topics include interim assessment systems as formative feedback systems, institutional perspectives, and the technical quality of interim assessments.
  • Johnstone, C. J., Altman, J., & Thurlow, M.  (2006). A state guide to the development of universally designed assessments. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
  • Enter the design of station teach here…below!
  • Got assessment FCEC 2013

    1. 1. Kelly J. Grillo, PhD Florida CEC 2013
    2. 2. The Teaching Device The Lesson Organizer Lesson Organizer: Assessment Is about Indentifying student instructional needs and making adjustment for learning 2 Relationships 1 4 BACKGROUND Instructional Planning Nov 16 NAME: K.Grillo Can be: Involves Difficult Meeting specific needs of students getting a clear picture of learning LESSON TOPIC Assessment “ALL Student Success” DATE: 3 Task-Related Strategies Examine Technology Tools 5 Lesson Map Assessment Process through Monitor data pre/post Assessment decisions Instructional decisions Formative AND Summative identifying Students learning content in the least restrictive environment with support from both the general and special education teachers collaboratively planning, delivering instruction and assessing learning. understanding Formative Strategies Checklists Halfway through for 2 Exit Papers Learning focus with data to back instructional practice. 6 Challenge Question Summative Strategies Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review analyzing Vocabulary Enhancement Tech options What area could you improve? What assessment strategies are un/comfortable? 7 Self-test Questions Can you provide rationale for student self monitoring of grades/language growth/new ideas generated in your content? Can you use data to suggest appropriate modifications in learning environments or new assessment strategies that uncover student knowledge? 8 Tasks  Isolate KEY big ideas/vocabulary in your curriculum  Examine Technology Tools for use at home, school and for collaboration to monitor learning. Identify collaborative project-based assessments that could be used in your curriculum.
    3. 3. We will… Identify assessment strategies appropriate for use inclusive middle school classrooms? Describe a variety of assessment strategies? Explain how teachers can integrate varied assessment strategies with confidence? Provide examples of both formative and Summative assessment strategies.
    4. 4. ASSESSMENT PROCESS Summative Assessment Pre – Assessment (Assessment OF Learning) Formative Assessment (Assessment FOR Learning)
    5. 5. Defining Assessment
    6. 6. TEST
    7. 7. Big Idea! Scaffold Adapt ID Gap Teacher Self Peer
    8. 8. Humans do not passively register the world as it really is; they filter, transform, and construct the experiences which constitute their “reality” Mahoney, 1974
    9. 9. What do students know?
    10. 10. Pre-Assessment Strategies Checklist Pre-test KWL Charts Graphic Organizers Pre-test Student Discussions Student Demonstrations Student Products Student Work Samples Show of hands/EPR (Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts/Samples
    11. 11. Problem of the day Word investigation of the day 1/3/5 minute drills with graphing Brain benders Collaboration Central (team problem solving with charted success)
    12. 12. Dial Example: 42895 “IDK” hit send!
    13. 13. How am I doing reaching students?
    14. 14. Formative Assessment Strategies Conference Cooperative Learning Activities Demonstrations Exit Card Graphic Organizers “I Learned” Statements Interviews Journal Entry KWLs Learning Logs Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Self-Evaluations
    15. 15. Halfway through for 2  Students discuss the resources needed to solve problems  Discuss ways to organize materials/data in a meaningful way and have students defend why they made choices  Students complete brainstorming solutions or KWL charts
    16. 16. Exit Papers Endings Individual Assessment Ask questions that requires a defense if written Low tech-use note cards/sticky notes for voting system High tech-Try PollEverywhere
    17. 17. Graphic Organizers Visual Display Advanced/Graphic Organizers Study Guides/Guided Notes Kelly Grillo
    18. 18. The FRAME (graphic organizer) FRAME Strategic Instruction Model (SIM) Concept Enhancement Routines (CER) Kelly Grillo
    19. 19. Student Centered Learning Side effects include behavior increases! AKA !!! Kelly Grillo
    20. 20. Memory Devices Kingdom-King Phylum-Philip Class-Came Order-Over Family-For Genus-Great Species-Supper Kelly Grillo
    21. 21. Mathematics Problems The student missed three of the seven double-digit addition problems. These are problems which resulted in a three-digit solution. The student correctly answered four of the seven double-digit addition problems. The incorrect responses resulted in a two-digit solution. The student needs to be taught how to move step-bystep through double-digit addition problems which may result in a three-digit solution with regrouping strategies to stay organized.
    22. 22. Science Problems The student did not answer the open ended questions when presented a chart and graph with data.  These are problems which resulted in making a claim with interrupting what the chart represents.  The student correctly answered 70% of multiple choice questions using inference and higher order thinking.  The incorrect responses resulted in a multiple data sources.  The student needs to be taught how to move step-by-step through choosing what data are needed to make plausible claims and defend those claims. Strategies to stay organized and evaluate what each data represent is needed.
    23. 23. predictor of student content area success?
    24. 24. 2010 “Developmental data should be collected on older students on a variety of complex skills, such as subsystems of language, literacy, and academic content areas” The National Joint Committee on LD, p. 11
    25. 25. 1877 “….Do we not need some mile-posts along in the educational path to the same end? This would be, in one sense, a form of classification, namely, in relation to the growth and development of the pupils.” Proceedings of the Association of Medical Officers of American Institutions for Idiotic and Feeble-minded Persons, p. 34
    26. 26. Learning Virtual World & Video Game Technology Mobile Global Reach User Generated Content
    27. 27. Use Technology to teach Content Vocabulary!
    28. 28. Let’s look at free tools! Kelly J. Grillo
    29. 29. Kelly J. Grillo
    30. 30. Kelly J. Grillo
    31. 31. Kelly J. Grillo Kelly J. Grillo
    32. 32. Given geometric figures students will draw lines of symmetry in 2-dimensional figures. Rank Responses! With Intel’s Ranking tool.
    33. 33. Visual Ranking by Intel
    34. 34. Given geometric figures students will find the area of a convex polygon by decomposing it into triangles/rectangles Interview Groups for Your Tube Video!
    35. 35. Judgment about a student’s achievement at the end of a sequence of instruction or unit. MEANS TO MEASURE MASTERY!
    36. 36. Summative Assessment Strategies Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review
    37. 37. ASSESSMENT PROCESS REVIEWED Summative Assessment (Assessment OF Learning) Pre – Assessment “finding out” “making sure” Formative Assessment (Assessment FOR Learning) “checking in” “feedback” “student involvement”
    38. 38. Universal Design for Assessment Review Purpose of test, standards tested by each item Description of test takers (e.g., age, geographic region) Field test/item analysis subgroup Test instructions Overall test and response formats Changes allowed to format without changing meaning or Information on use of technology difficulty State accommodation policies Goals Intended constructs measured Respect for the diversity Concise and readable text Clear format for test Clear visuals
    39. 39. Can we… Identify assessment strategies appropriate for use inclusive middle school classrooms? Describe a variety of assessment strategies? Explain how teachers can integrate varied assessment strategies with confidence? Provide examples of both formative and Summative assessment strategies.
    40. 40. Kelly J. Grillo, PhD Follow me on Twitter: @kellygrillo 386-383-0977