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The Why and How of “Less Teaching, More Assessing” Kathryn Anderson Alvestad, Ph.D. National Academy Foundation 23 rd Annual Institute for Staff Development Washington, DC July 19, 2007
Education Update ,[object Object],[object Object],[object Object]
Article Summary ,[object Object],[object Object],[object Object],[object Object]
Paradoxically… ,[object Object],[object Object],[object Object],[object Object]
The Solution Is… ,[object Object],[object Object],[object Object],[object Object]
Session Objectives ,[object Object],[object Object],[object Object],[object Object]
Background Why Using Feedback (Formative Assessment) is One of the Most Fundamental Teaching Skills
DRIP Syndrome ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Goal for Classroom Teachers ,[object Object],[object Object]
Food for Thought ,[object Object],[object Object],[object Object]
Grant Wiggins on Feedback ,[object Object],[object Object]
Good Feedback: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Good Feedback: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Better Known as… Formative Assessment ,[object Object],[object Object],[object Object],[object Object]
Also Known As… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment for Learning ,[object Object],[object Object]
Assessment for Learning ,[object Object],[object Object]
Consequences ,[object Object],[object Object],[object Object],[object Object]
Objective 1 Practical Ideas for Effective Formative Assessment
Formative Assessments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Journaling ,[object Object],[object Object],[object Object]
Quick Check ,[object Object]
Mid-Course Correction ,[object Object]
Pitch Slam ,[object Object]
Wrap-Around ,[object Object],[object Object],[object Object],[object Object]
Entrance Slips & Exit Passes ,[object Object],[object Object],Yesterday I was a little confused by the experiment we did.... I couldn’t figure out the homework, either....
“ Two Heads” Activity ,[object Object]
Think, Pair, Share ,[object Object],[object Object],[object Object],[object Object]
Response Cards ,[object Object],[object Object]
Individual Dry Erase Boards ,[object Object],[object Object],[object Object]
One-Minute Quiz ,[object Object],[object Object],[object Object]
Written Feedback ,[object Object],[object Object],[object Object],[object Object]
Objective 2 Using Information to Make Instructional Decisions
Using Pretest Information ,[object Object],[object Object],[object Object]
Planning Instruction and Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Collecting the Information ,[object Object],[object Object],[object Object],[object Object],[object Object]
Checklist for Each Student ,[object Object],[object Object],[object Object],[object Object]
Clothespins in the Bucket ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Collection of Index Cards ,[object Object],[object Object],[object Object],[object Object]
Paper Trail ,[object Object],[object Object],[object Object]
Skills Matrix ,[object Object],[object Object],[object Object],[object Object]
Using the Information Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners . Alexandria, VA: ASCD. There are three ways in which instruction can be modified: CONTENT PROCESS PRODUCT
Content ,[object Object]
Process ,[object Object]
Product ,[object Object]
Possible Decisions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contact Information ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Handout

  • 1. The Why and How of “Less Teaching, More Assessing” Kathryn Anderson Alvestad, Ph.D. National Academy Foundation 23 rd Annual Institute for Staff Development Washington, DC July 19, 2007
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7. Background Why Using Feedback (Formative Assessment) is One of the Most Fundamental Teaching Skills
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19. Objective 1 Practical Ideas for Effective Formative Assessment
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33. Objective 2 Using Information to Make Instructional Decisions
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39.
  • 40.
  • 41.
  • 42. Using the Information Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners . Alexandria, VA: ASCD. There are three ways in which instruction can be modified: CONTENT PROCESS PRODUCT
  • 43.
  • 44.
  • 45.
  • 46.
  • 47.
  • 48.