3. Invention
Organization
Style
Memory
Delivery
The exchange of
information between
people, e.g. by means
of speaking, writing, or
using a common system
of signs or behaviour.
4. Story
Critical thinking
Diversity
Technology
Competency
A Good
Teacher
13. Small Group
Public Communication
Organization
Communication
Mass communication
Intercultural
communication
14.
15. When communicating about
student learning we must keep
the student as the primary
audience for assessment
information without forgetting
the other audiences whose
information needs must be met.
16. How do we synchronize assessment for and
of learning in actual practice?
How do we encourage students to do
practice work if the score is not figured into
the final grade?
17. Assessment for learning
happens while learning is
still underway
Assessment of learning are
those assessments that
happen after learning is
supposed to have occurred
to determine if it did.
There is no difference in
assessment for learning and
of learning if all tasks result
in a score that contributes
to a final grade.
18. Separate them entirely so formative assessment never
contribute to a grade. Teacher provides descriptive
feedback. E.g.: homework assignments, drafting
assessment questions, self assessment.
NOTE: These are assessed so as to provide information about
strengths and areas of further learning but the assessment
information will not be used in calculating final grade.
OR
Under certain circumstances, we can use assessments
originally intended to be formative as part of our
summing up. E.g.: Paragraph writing
OR
We can also use assessments e intended to be
summative as sources of formative information and
motivation to further learning.
19. Reduce evaluative feedback and increase
descriptive feedback to affect motivation and
achievement.
If students know the learning target, constantly receive
feedback about where they are in relationship to the
target, and are able to practice, without penalty and
with as much assistance as they need, they will be
motivated to set goals to reach intended learning.
Teacher must make the students get used to descriptive
feedback.
Communicate to students and parents what assessments
will contribute to final grade.
20. Clear targets
Accurate Information
Symbols clearly defined
Communication is tailored to the audience.
Timing
Level of detail
21.
22.
23.
24. Stiggins,R.,Arter,J.,Chappuis, J., & Chappuis,
S.(2007). Classroom assessment for
students learning:Doing it right-using it
well. Upper Saddle River,NJ:Pearson
Prentice Hall.
Lewis, Todd. Communicating Literature.
Debuque: Kendall-Hunt, 1991
Zeusner, R. B., ed. The Handbook on
Communication processes. Los Angeles:
PSCFA, 1978