Assessment & Evaluation Leads To Differentiated Instruction

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Assessment & Evaluation Leads To Differentiated Instruction,
Faculty of Education, University of Windsor.
Windsor, Ontario. (December 2010)

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  • Know what they are doing through the process and be able to self-correct
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  • Assessment & Evaluation Leads To Differentiated Instruction

    1. 1. Assessment & EvaluationDifferentiated Instruction<br />University of Windsor, Faculty of Education<br />OTF Workshop<br />December 3, 2010<br />Presented by: <br />Kelly Power, WECDSB<br />Ben Hazzard, LKDSB<br />
    2. 2. The learning is in the doing.<br />
    3. 3. Differentiated Instruction<br />The learning is in the doing.<br />
    4. 4. Differentiated Instruction<br />The learning is in the doing.<br />
    5. 5. Jesse <br />Julia<br />
    6. 6. Differentiated Instruction<br />The learning is in the doing.<br />
    7. 7. Assessment FOR Learning<br />Turn and talk.<br />What do you think Assessment FOR Learning means?<br />
    8. 8. Assessment FOR Learning<br />The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. <br />
    9. 9. Assessment FOR Learning<br />
    10. 10. What can I do in my classroom to know and engage my learners?<br />tinyurl.com/AFORL2010<br />
    11. 11. Diagnostics<br />Learning Styles<br />Interest Surveys<br />Activating Prior Knowledge<br />Tell me what you know about decimals …<br />
    12. 12. Knowing & Engaging our Learners<br />WHO?<br />Differentiated Instruction<br />Making Instructional Choices Based on Students <br />Assessment FOR Learning<br />Instructional Approaches<br />HOW?<br />Organizing Content<br /> WHAT?<br />
    13. 13. Differentiated Instruction<br />The learning is in the doing.<br />
    14. 14. Assessment AS Learning<br />The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their own learning, use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals. <br />What one (1) word would you choose to represent this definition?<br />
    15. 15. Will students be able to answer the following questions…<br />Student<br />Teacher<br />Student/Teacher<br />
    16. 16. What is the goal?To improve student learning and to develop independent learners.<br />
    17. 17. Level of Teacher Support<br />Gradual Release of Responsibility<br />
    18. 18. … helping students become independent learners requires a culture in which student and teacher learn together in a collaborative relationship … teacher acts as a “lead learner”, providing support while gradually releasing more and more responsibility to the student, as the student develops the knowledge and skills needed to become an independent learner. <br />Teacher-Student Relationship<br />Pg. 30<br />How will you support students to become self-directed assessors of their own learning?<br />tinyurl.com/AASL2010<br />
    19. 19. Miss, are you going to mark this?<br />Observations<br />Assessment Tools<br />Anecdotal Comments<br />Descriptive Feedback<br />What they are doing well<br />What needs improvement<br />What specific steps to take to improve<br />
    20. 20. Differentiated Instruction<br />The learning is in the doing.<br />
    21. 21. Assessment OF Learning<br />How much ‘stuff’ do you need to make a judgement?<br />When will you make the judgement?<br />Why are we making judgements?<br />
    22. 22. Assessment OF Learning<br />The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning.<br />
    23. 23. Assessment OF Learning<br />How much ‘stuff’ do you need to make a judgement?<br />When will you make the judgement?<br />Why are we making judgements?<br />What will be the currency of your classroom?<br />
    24. 24. Professional Judgement<br />Is informed by professional knowledge of…<br />Curriculum<br />Context<br />Evidence of student learning is triangulated<br />Methods of assessment and instruction<br />Criteria and standards that indicate success in student learning<br />
    25. 25. Evaluating Student Work<br />Conversations<br />Observations<br />Products<br />Summarizes what students know and can do with respect to overall expectations and performance standards in achievement chart<br />Achievement AND Learning Skills & Work Habits<br />Reflects students’ most consistent achievement<br />Gives special consideration to more recent evidence<br />Involves teachers applying professional judgement to evidence<br />
    26. 26. Think of each student:How is he/she doing?What is your evidence?Is it quality evidence?<br />
    27. 27. <ul><li>Compare & contrast how you were evaluated as a student and how you would evaluate now.</li></ul>tinyurl.com/AOFL2010<br />
    28. 28. So what’s my head fake?<br />And what’s my double head fake?<br />
    29. 29. Differentiated Instruction<br />The learning is in the doing.<br />
    30. 30. Apply & Extend<br />What assessment tools have you already observed?<br />Where do they fit in the Assessment FOR/AS/OF Learning framework?<br />tinyurl.com/extend2010<br />
    31. 31. More practical support:<br />ae.misalondon.ca<br />Learning Skills & Work Habits<br />Writing Report Card Comments<br />

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