Assessment

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  • teacher survey 10mins
  • talk in teams 10 mins = share
  • michael absolum
  • what gets focused on, flourishes students who are active in their learning, motivated to learn, manage the amount of new information they get at any one time, practise, seek descriptive feedback, test their learning, reflect on their learning, learn better than those who experience passive learning situations
  • Perspectives that teachers can hold of a student. what gets focussed on flourishes controlling p32 - example caring - p36 activity - p36 - reading lf - student’s role is only to learn. the student focuses on what happens now that will best help me learn. p30 - handout CHECKLIST - What best happens in your class p41 - 10 min
  • The learner must be active in every respect of the learning process learning is not something that is done to us
  • What are learning intentions? p76 How to work out what - learning focused relationship and NZ curric - p 82 reading
  • p76 1. be clear about what is being learnt, how it is to be learnt and 2. why it is to be learnt. 3. metacognition - model reflection 4. not shared confusions - learning v doing table p85 - layers of learning intentions sharing LI is critical - effort spent on wrong things, get disheartened success criteria P79 SC - a teacher needs to know the subject extremely well
  • success criteria - process sc - how to make or do something product sc - qualities of the product
  • the most powerful way of describing what is to be learnt words are needed to describe quality, exemplars are needed to demonstrate quality
  • team talk
  • serve centre, uni of north carolina, 2004
  • success criteria - process sc - how to make or do something product sc - qualities of the product
  • michael absolum except perhaps for assessment for qualification
  • Assessment

    1. 1. assessmentclarity in the classroom
    2. 2. Team Talk• What is our definition of assessment What role does assessment play in the learning/teaching process? When we think of assessment ... what do we feel confident about and feel we do effectively what do we find frustrating, need more support or want to know more about
    3. 3. Teaching is only about motivatingand supporting the student to makeconsidered and reflective decisionsabout his or her learning. The learneris at the heart of it all.
    4. 4. learning focusedrelationships active, self regulated learning
    5. 5. DIFFERENT PERSPECTIVES Controlling Caring Activity-focused Learning-focused teacher makes school is not caring is not primarily about sole purpose is to decisions about teaching what students do support student learning learning or enjoy the inequalness both teacher and student of the know what has to beteacher controls learnt and how they will the learning relationship can focus is on doing undermine work know they have learned learning it.often uses indirect both teacher and student communication know that by working teacher designs, that doesn’t tell together the quality of and supplies. students what is learning will be better very one sided. required from and the achievement will them be higher
    6. 6. Archway of Teaching and Learning Capabilities Clarity in the Classroom -michael absolum
    7. 7. support the learner tobe clear about what is to be learntby naming or identifying the learning - (Learning Intentions)by describing the learning - (models or exemplars and Success Criteria)
    8. 8. being clear
    9. 9. Process product Criteria Criteria How to make or do Qualities of a product something•brainstorming ideas •introductoryparagraph•individual crafting •sequencing of events•proofreading
    10. 10. developing success criteria•identify the critical features teachers need students to payattention to as they work toward the learning.•identify what success at that learning would look like. use exemplars of what it is and what it is not
    11. 11. exemplars•relevant to the Learning Intention•exemplify the intended learning•exemplify the next steps of learning•allow in depth discussion between teacher and student•lead to co-construction of Success Criteria
    12. 12. students should beable to tell anyone• their global and specific learning intentions what quality work looks like and the criteria for success• how they can use exemplars to help them know what they are aiming for• why what they are learning is relevant and important• their individual learning goals
    13. 13. Team Talk what are theskills teachersneed to be able to assess students?
    14. 14. • define clear learning goals use a variety of assessment methods• analyse data (both quantitative and qualitative)• make instructional modifications to help students improve involve students in assessment process (self, peer) and communicate results• engineer effective assessment that boosts student motivation to learn• be expert in giving appropriate feedback/feedforward• have superior content knowledge
    15. 15. teachers need to knowthat they havecurriculum the value of student selfunderstanding and and peer assessmentconfidence in makinga informal assessment how to keep an eye on it allhow to observe how to involve students inlearning a collaborative assessmentthat you can you the big picturecolleagues to help youwith your assessment -PLC
    16. 16. all assessment should primarily be formative
    17. 17. student voice before assessment• tell the student what and why you are assessing ask student if the assessmentis appropriate• ask the student if they think they have progressed after (what can they do now that they explain the results assessment couldn’t do before) discuss possible next steps agree on next steps and processes to taking them (new goals)

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