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# Assessment Presentation

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William Paterson Practicum Orientation on 9/18/2009 by Kelly McNeal, PhD

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### Assessment Presentation

1. 1. Assessment Kelly McNeal, PhD Department of Secondary and Middle School Education William Paterson University
2. 2. Pretest Please Complete the Pretest
3. 3. Please feel free to update your answers on the pretest / take notes on that sheet throughout this presentation.
4. 4. Math Time !!!!!! <ul><li>1 </li></ul><ul><li>The symbol above is a number one. When you see it, you will know it represents one (1) of something. </li></ul>
5. 5. <ul><li>2 </li></ul><ul><li>The symbol above is a number two. When you see it, you will know it represents two (2) of something. </li></ul>
6. 6. + and = <ul><li>When you see the symbol “+” it means plus or that you should add numbers or put them together. </li></ul><ul><li>When you see the symbol “=“ it means equal and what is to the right of it is the answer to the math problem. </li></ul>
7. 7. Let Me Demonstrate a Addition Problem <ul><li>1 + 1 = 2 </li></ul>
8. 8. Now Let’s Test Your Knowledge Go to the bottom of your pretest page and get ready for another test!!!!!! Write down the problem I say and figure out the answer
9. 9. How Many People Wrote this Down 1 + 1 = 2
10. 10. WOW!!!!!!!! What wonderful test results!!!!!!
11. 11. Am I an incredible teacher???? Did I “teach” anyone anything? Let’s discuss the point….
12. 12. What Are My Goals Today? <ul><li>1. To demonstrate that we teach when we positively impact students’ learning. </li></ul><ul><li>Webster’s dictionary defines teach as “to cause to know something” </li></ul><ul><li>2. We can only demonstrate that we have “taught” if we assess students! </li></ul>
13. 13. How can we demonstrate that we are positively impacting students’ learning? We must constantly ASSESS students! But what does this mean?
14. 14. Dr. McNeal’s “Informal” Definition of Assessment <ul><li>A glimpse into the students’ minds that tells the teacher what the students know about a specific skill and / or content area. Assessments (except pre-assessments) can be graded but do not have to be. They should ALWAYS impact how the teacher plans instruction. </li></ul>
15. 15. Instructional Cycle
16. 16. Analyzing Students’ Learning – Some Basics <ul><li>Contextual Factors </li></ul><ul><li>Pre-Assessment </li></ul><ul><li>Planning </li></ul><ul><li>Post-Assessment </li></ul><ul><li>(Based on the Renaissance Group’s Teacher Work Sample Methodology) </li></ul>
17. 17. Contextual Factors <ul><li>Assess the context of where you are going to be teaching. </li></ul><ul><li>Where is the school? </li></ul><ul><li>What are the socio-cultural factors? </li></ul><ul><li>What are the students’ names? </li></ul><ul><li>What are the students’ interests? </li></ul><ul><li>What are the learning styles of the students? </li></ul><ul><li>Are there students who are classified or English language learners in the class? </li></ul><ul><li>DID I HAVE A BASIC UNDERSTANDING OF THE CONTEXTUAL FACTORS OF THIS GROUP? </li></ul>
18. 18. Pretest <ul><li>Did I give you a pretest before the math lesson? </li></ul><ul><li>What would have happened if I had pretested you before the math lesson? </li></ul><ul><li>Would this have changed my plans for this workshop? </li></ul>
19. 19. Pretesting <ul><li>Let’s review the other pretest </li></ul><ul><li>What types of questions are on the pretest in terms of Bloom’s Taxonomy? </li></ul><ul><li>What types of question are on the pretest in terms of “format” (i.e. open ended, true false, multiple choice, essay)? </li></ul><ul><li>How do these formats correlate with Bloom’s Taxonomy? </li></ul>
20. 20. Background Knowledge <ul><li>What question on this pretest requires “background knowledge” that you may not have AND is not at all relevant to this workshop or practicum orientation? </li></ul><ul><li>Why is assessing students’ background knowledge important? </li></ul>
21. 21. Formative Assessment <ul><li>Formative assessment is assessment that informs the teacher about what the students are learning. It should be part of everyday teaching. </li></ul><ul><li>Examples of formative assessments include: surveys, exit cards, quizzes, essays, notebook checks, etc… </li></ul><ul><li>It can be graded or ungraded. </li></ul>
22. 22. Let’s do a formative assessment. Stand if you could answer #6 on the pretest. Stay seated if you could not. This is a “survey.”
23. 23. Post Assessment Remember the math test I gave? That was a post assessment. I had an objective and then I assessed it with a post-assessment.
24. 24. Post-Assessment <ul><li>Can be projects, essays, poems, debates, labs, exams, tests, posters, displays, performances, etc… </li></ul><ul><li>A planned assessment of an objective or multiple objectives from a set of lessons (unit plan). </li></ul><ul><li>Must be aligned with objectives that have been taught which the teacher has already pre-assessed and formatively assessed. </li></ul><ul><li>Like all assessments, post assessments should be carefully analyzed to see what needs to be further taught or reviewed. </li></ul>
25. 25. Continuous Reflection You should always be asking yourself “are the students learning what I am teaching?” AND “HOW DO I KNOW THIS?” The answer is…..
26. 26. ASSESSMENT