What do you think? <ul><li>The most effective method for assessing my students is to use a large end of unit test. </li></ul>
<ul><li>Students have varied learning needs.  Students learn in different ways, so teachers could invite students to demon...
What do you think? <ul><li>I don’t have time to use formative assessments.  They are not important.  The only learning evi...
<ul><li>It depends.  How will you  be using the information? </li></ul><ul><li>If students will be given the opportunity t...
<ul><li>If you are collecting information to report on what a student knows, understands and can do at the end of a learni...
<ul><li>What do you think? </li></ul><ul><li>When I plan lessons, I should start with the end in mind.  </li></ul>
<ul><li>Planning with the end in mind gives you a clear understanding of what you want your students to  Know, Understand,...
<ul><li>What do you think? </li></ul><ul><li>I do not need to worry about involving my students in co-constructing the cri...
<ul><li>By allowing students to be participants in creating the  criteria, students become a part of the assessment proces...
<ul><li>What do you think? </li></ul><ul><li>Students learn best after a test has been graded.  They can then see the mist...
It Depends… <ul><li>Students can only learn from their graded work if they are given opportunities for revision, with teac...
<ul><li>What do you think? </li></ul><ul><li>If I allow students to self-assess it will appear as though I am  not doing m...
<ul><li>Self assessment allows students to take ownership of their performance based on the established criteria. </li></u...
<ul><li>What do you think? </li></ul><ul><li>If a student does not hand in assigned work, I will give them a grade of zero...
Reporting <ul><li>Report Card grades are based on: </li></ul><ul><li>Achievement of outcomes and standards </li></ul><ul><...
What do you think? <ul><li>I must include all formative and summative assessment results in my reporting of student      a...
<ul><li>Everything does not have to be included in the “reported” grade. </li></ul><ul><li>It is reasonable to negate a ma...
<ul><li>What do you think? </li></ul><ul><li>If the parents of my students are well informed about learning outcomes and h...
<ul><li>DEFINITELY! </li></ul><ul><li>Be sure to speak in student & parent friendly language, always. </li></ul>
Summary: When assessing students, make sure  : <ul><li>Assessments relate to the learning outcomes </li></ul><ul><li>Asses...
<ul><li>Records are easy to be updated. </li></ul><ul><li>You aren’t just an “accountant”-consider the whole picture. </li...
Thank you! <ul><li>Teachers Make a Difference </li></ul><ul><li>From: </li></ul><ul><li>Julie & Dianne </li></ul>
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Assessment New Teacher Session SJSD Sept 15th

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Assessment New Teacher Session SJSD Sept 15th

  1. 2. What do you think? <ul><li>The most effective method for assessing my students is to use a large end of unit test. </li></ul>
  2. 3. <ul><li>Students have varied learning needs. Students learn in different ways, so teachers could invite students to demonstrate their learning using various assessment tools: </li></ul><ul><li>Authentic tasks </li></ul><ul><li>Projects, Research, Technology </li></ul><ul><li>Performances </li></ul><ul><li>Conversations, explanations </li></ul><ul><li>Portfolios, E-portfolios </li></ul><ul><li>Student designed projects </li></ul><ul><li>Quizzes or Tests </li></ul>
  3. 4. What do you think? <ul><li>I don’t have time to use formative assessments. They are not important. The only learning evidence that I need to gather is at the end of a unit of study. This is the best time to find out what my students know and can do. </li></ul><ul><li>Rick Wormeli Video </li></ul>
  4. 5. <ul><li>It depends. How will you be using the information? </li></ul><ul><li>If students will be given the opportunity to improve their learning, then the assessment is formative . This form of assessment is ongoing, descriptive, timely & shows where the student did well and what needs to be adjusted. </li></ul><ul><li>If you are gathering this information to inform your instruction to plan for the next steps in learning then the assessment is formative . </li></ul><ul><li>Formative assessments are used to inform students about their own personal learning. </li></ul>
  5. 6. <ul><li>If you are collecting information to report on what a student knows, understands and can do at the end of a learning block, then it is a summative assessment. </li></ul><ul><li>Intended summative assessments can also be used as formative assessments if the evidence clearly shows that students have not achieved the intended learning outcomes. </li></ul><ul><li>Summative assessments are used to inform others about students progress, & students about themselves . </li></ul>
  6. 7. <ul><li>What do you think? </li></ul><ul><li>When I plan lessons, I should start with the end in mind. </li></ul>
  7. 8. <ul><li>Planning with the end in mind gives you a clear understanding of what you want your students to Know, Understand, and Do at the end of the teaching/learning process. </li></ul><ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Plan learning experiences & instruction </li></ul>
  8. 9. <ul><li>What do you think? </li></ul><ul><li>I do not need to worry about involving my students in co-constructing the criteria for success. </li></ul><ul><li>That is the work of </li></ul><ul><li>the teacher. </li></ul>
  9. 10. <ul><li>By allowing students to be participants in creating the criteria, students become a part of the assessment process. </li></ul><ul><li>Students are clearly aware of the learning outcomes and expectations of the teacher. </li></ul><ul><li>Students will be able to “see” what the end result needs to look like. </li></ul><ul><li>Getting students involved with setting success criteria eliminates the chance for any surprises… </li></ul><ul><li>It creates a tool for students to use for self assessment. </li></ul>
  10. 11. <ul><li>What do you think? </li></ul><ul><li>Students learn best after a test has been graded. They can then see the mistakes they have made, make corrections so they will not make the same mistakes again. </li></ul>
  11. 12. It Depends… <ul><li>Students can only learn from their graded work if they are given opportunities for revision, with teacher descriptive feedback. </li></ul><ul><li>Feedback should be descriptive so that students understand what they need to do to improve. </li></ul><ul><li>Students should become effective at self assessing so that they know where they are, and what they need to do to get to the “end.” </li></ul>
  12. 13. <ul><li>What do you think? </li></ul><ul><li>If I allow students to self-assess it will appear as though I am not doing my job. I should see every piece of work at every stage of its development. </li></ul>
  13. 14. <ul><li>Self assessment allows students to take ownership of their performance based on the established criteria. </li></ul><ul><li>The teacher’s role is critical for an effective self- assessment process. </li></ul><ul><li>Self-assessment promotes the development of independent learners. </li></ul><ul><li>Students need to be given opportunities to reflect upon their own learning. </li></ul>
  14. 15. <ul><li>What do you think? </li></ul><ul><li>If a student does not hand in assigned work, I will give them a grade of zero…every time. </li></ul>
  15. 16. Reporting <ul><li>Report Card grades are based on: </li></ul><ul><li>Achievement of outcomes and standards </li></ul><ul><li>Multiple and varied opportunities to demonstrate achievement </li></ul><ul><li>Most consistent performance </li></ul><ul><li>Special consideration for the more recent information…not necessarily an average </li></ul>
  16. 17. What do you think? <ul><li>I must include all formative and summative assessment results in my reporting of student achievement. </li></ul>
  17. 18. <ul><li>Everything does not have to be included in the “reported” grade. </li></ul><ul><li>It is reasonable to negate a mark if the student has demonstrated the learning outcome consistently at a different point in time. </li></ul><ul><li>Most recent evidence of learning completely replaces out-of-date evidence for a particular learning outcome when it is reasonable to do so. </li></ul>
  18. 19. <ul><li>What do you think? </li></ul><ul><li>If the parents of my students are well informed about learning outcomes and how their child is progressing, there is less of a chance of “surprises” and angry phone calls from parents. </li></ul>
  19. 20. <ul><li>DEFINITELY! </li></ul><ul><li>Be sure to speak in student & parent friendly language, always. </li></ul>
  20. 21. Summary: When assessing students, make sure : <ul><li>Assessments relate to the learning outcomes </li></ul><ul><li>Assessments are criteria-referenced </li></ul><ul><li>Grades are based on individual achievement-not on behaviour. </li></ul>
  21. 22. <ul><li>Records are easy to be updated. </li></ul><ul><li>You aren’t just an “accountant”-consider the whole picture. </li></ul><ul><li>To use quality assessments. </li></ul><ul><li>Students are involved in the assessment process. </li></ul>
  22. 23. Thank you! <ul><li>Teachers Make a Difference </li></ul><ul><li>From: </li></ul><ul><li>Julie & Dianne </li></ul>

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