Assessment for Learning
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A parents guide to effective assessment for learning, focussing on the use of criteria - pen & paper needed
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The document provides tips for scoring well on class 12 board exams. It recommends that students set realistic targets and pace themselves by not trying to study everything at once. Students should thoroughly read their textbooks to gain a strong foundation of basics and should not panic by viewing the exams as ordinary tests. Important points should be underlined, diagrams drawn neatly, last minute cramming avoided, and the full syllabus studied in a calm state of mind. Preparing well in this manner can help students achieve desired results.
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The document discusses different ways teachers assess student learning, including modeling, peer assessment, and self-assessment. It explains that teachers assess learning to motivate students, recognize achievement, evaluate teaching effectiveness, and meet learning objectives. The document provides an example of assessing a student's goldfish drawing using specific criteria and grade boundaries.
DMI Session 2
This document provides an agenda and instructions for Session 2 of a teacher training program called DMI. It includes prompts for reflection, goals to focus on content and building community, and activities for teachers to analyze student work and thinking. Table groups will read case studies, model students' mathematical thinking, and discuss strategies seen in a video clip. The session aims to help teachers understand how risk-taking can improve learning and recognize the role of confusion and discomfort in the learning process.
The beauty and value of algebra.opening day presentation [autosaved]
This document provides an overview of Ms. Alexander's Algebra I class. The class will cover core algebraic concepts like patterns, ratios, rates, functions, formulas, graphs, and matrices. Students will take notes using 5-column worksheets and learn at different centers. The teacher's role is to teach, support, and assess students, while students are responsible for learning, taking notes, asking questions, and respecting rules. The classroom has different learning centers and supplies are required. Absent students must make arrangements to make up work. Classroom rules emphasize being respectful, attentive, and prepared. Discipline follows a warning system with detentions and potential office referrals.
Top 10 Study Skills
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This based on 'Visible Learning' by John Hattie which is the most significant study to date into what does and does not work when learning.
Fair assessment, Bulgaria
This document discusses assessment strategies for students. It explains that writing rubrics should focus on important skills and provide specific feedback, and should be done in advance and revised as needed. It distinguishes between formative assessment, which guides teaching and learning by providing feedback, and summative assessment, which evaluates learning and teaching. Formative assessment increases student motivation and achievement through continuous feedback and re-teaching as needed. Averaging student scores can penalize students who improve the most over time. The document advocates assessing students based on their most recent work rather than averaging scores.
Class Newsletter- CAT 250
The upcoming unit will focus on math in everyday life through student projects over two weeks. Students will explore how math is used for money, sales, and shopping. They will create their own mock store demonstrating sales and specials. Parents will assist students with projects and visiting stores. The goal is for students to understand and apply math practically while developing life and social skills through hands-on learning. The teacher will support students and is available to address any questions or concerns.
Assessing Along The Way-UbD Stage # 2
This document discusses techniques for assessing student understanding while teaching. It emphasizes the importance of using different teaching methods, including direct instruction, coaching, and constructivist approaches. The document recommends assessing student understanding informally and continuously throughout a lesson, rather than just with formal end-of-unit assessments. Some specific formative assessment techniques presented include having students write summaries on index cards, submit questions anonymously, create concept maps, and explain analogies.
Recommended
How to prepare for class 12 board exams
The document provides tips for scoring well on class 12 board exams. It recommends that students set realistic targets and pace themselves by not trying to study everything at once. Students should thoroughly read their textbooks to gain a strong foundation of basics and should not panic by viewing the exams as ordinary tests. Important points should be underlined, diagrams drawn neatly, last minute cramming avoided, and the full syllabus studied in a calm state of mind. Preparing well in this manner can help students achieve desired results.
Launching Our Swanmore Assessment Pledge
The document discusses different ways teachers assess student learning, including modeling, peer assessment, and self-assessment. It explains that teachers assess learning to motivate students, recognize achievement, evaluate teaching effectiveness, and meet learning objectives. The document provides an example of assessing a student's goldfish drawing using specific criteria and grade boundaries.
DMI Session 2
This document provides an agenda and instructions for Session 2 of a teacher training program called DMI. It includes prompts for reflection, goals to focus on content and building community, and activities for teachers to analyze student work and thinking. Table groups will read case studies, model students' mathematical thinking, and discuss strategies seen in a video clip. The session aims to help teachers understand how risk-taking can improve learning and recognize the role of confusion and discomfort in the learning process.
The beauty and value of algebra.opening day presentation [autosaved]
This document provides an overview of Ms. Alexander's Algebra I class. The class will cover core algebraic concepts like patterns, ratios, rates, functions, formulas, graphs, and matrices. Students will take notes using 5-column worksheets and learn at different centers. The teacher's role is to teach, support, and assess students, while students are responsible for learning, taking notes, asking questions, and respecting rules. The classroom has different learning centers and supplies are required. Absent students must make arrangements to make up work. Classroom rules emphasize being respectful, attentive, and prepared. Discipline follows a warning system with detentions and potential office referrals.
Top 10 Study Skills
A guide to the 10 most effective things students can do to improve the way they study and learn.
This based on 'Visible Learning' by John Hattie which is the most significant study to date into what does and does not work when learning.
Fair assessment, Bulgaria
This document discusses assessment strategies for students. It explains that writing rubrics should focus on important skills and provide specific feedback, and should be done in advance and revised as needed. It distinguishes between formative assessment, which guides teaching and learning by providing feedback, and summative assessment, which evaluates learning and teaching. Formative assessment increases student motivation and achievement through continuous feedback and re-teaching as needed. Averaging student scores can penalize students who improve the most over time. The document advocates assessing students based on their most recent work rather than averaging scores.
Class Newsletter- CAT 250
The upcoming unit will focus on math in everyday life through student projects over two weeks. Students will explore how math is used for money, sales, and shopping. They will create their own mock store demonstrating sales and specials. Parents will assist students with projects and visiting stores. The goal is for students to understand and apply math practically while developing life and social skills through hands-on learning. The teacher will support students and is available to address any questions or concerns.
Assessing Along The Way-UbD Stage # 2
This document discusses techniques for assessing student understanding while teaching. It emphasizes the importance of using different teaching methods, including direct instruction, coaching, and constructivist approaches. The document recommends assessing student understanding informally and continuously throughout a lesson, rather than just with formal end-of-unit assessments. Some specific formative assessment techniques presented include having students write summaries on index cards, submit questions anonymously, create concept maps, and explain analogies.
James Appleby 1.5.15
This document provides feedback on a social studies lesson for year 9 students. It discusses several key areas:
1. Learning intentions and success criteria were displayed but not referred to during the lesson.
2. Higher-order thinking was not discussed in relation to lesson activities.
3. Graphic organizers and apps were not used, despite their potential to enhance learning.
4. The teacher reminded students to show respect but noise levels remained an issue.
5. Positive feedback was provided during activities, but disruptive students were not addressed.
The Problem with Grades
Grades are meant to provide students feedback on their understanding and mastery of course material, but they often fail to serve this purpose. In reality, grades are used by universities to rate instructors' performance, as an outlet for instructors' frustration, and to artificially boost student performance and university prestige. They do not accurately reflect students' learning abilities or rhythms.
Backward design
Backward design is a 3-stage process for planning curriculum and instruction where educators start by identifying desired results such as goals and standards, then determine acceptable assessments to measure student understanding, and finally plan learning experiences and instruction aligned to desired results and assessments. The stages are to first establish goals by identifying understandings, essential questions, facts and skills students should know and be able to do, then to plan assessments like performance tasks and other evidence to evaluate student learning, and finally to design instructional methods, materials and activities to help students achieve targeted understandings and be able to demonstrate required knowledge and skills.
Substitute Teaching
Substitute teaching can provide valuable teaching experience with flexibility to choose assignments. The first step to becoming a substitute teacher is obtaining requirements from school districts and selecting districts based on personal criteria like location and pay rate. Substitute teachers need to provide paperwork like transcripts, identification, and forms, and can expect daily pay without benefits. Training is available to help substitute teachers gain skills in classroom management, teaching strategies, and handling issues in the classroom.
Ba2 peer assessment learning
This document outlines the schedule and process for a peer assessment day. Students will work in teams to develop designs for a specific demographic and display their work. They will then create criteria to assess the work of other student teams. In the afternoon, students will use their criteria to evaluate other teams' designs and provide feedback. Finally, they will discuss their overall experience and feedback on the peer assessment process.
Grade sheets 2013
Grade sheets are passed out to students on Thursdays and are due signed by parents on the following Monday. The grade sheets should be used by students to highlight any missing assignments or zeros, conference with teachers about making up work, and obtain signatures from teachers and parents before the due date in order to earn up to 25 points towards their grade. Points are deducted each day a grade sheet is turned in late.
¥$Up The Game
¥$Up is a pedagogical game for young minds to challenge their teachers in a sort of academic sport for points based on who can assist their fellow classmate in a creative method.
Power of Repetition
It is funny how we all know that there is power in repetition and in creating strong habits. We also know that we should eat our veggies and drink lots of water for optimal health, but we don’t do that either. So what is the real power of repetition and why don’t we do it?
So what is the power in repetition? Is it the same as building a habit? The real power in repetition, as far as this author is concerned, is that it helps us learn and master skills.
Parent Information Night 2010
1) The document discusses changes to the math curriculum including less emphasis on procedural learning and more emphasis on constructed learning, problem solving, and developing number sense.
2) Students will work with concrete models, use multiple representations, collaborate, and develop personal strategies for solving problems.
3) The goals are for students to understand concepts deeply rather than focusing on rote memorization, and for teachers to provide rich learning opportunities for students to engage with mathematics.
Presentation Assessment Rubrics
The documents provide assessment forms and rating sheets for evaluating theory presentations, proposal presentations, and assessment skills. For theory presentations, areas like the title, theory description, image quality, and citations are assessed. Proposal presentations are assessed on the title, design, images, summaries, spelling/grammar, and presentation. Finally, assessors are evaluated on their assessment accuracy by a lecturer, with errors reducing their grade. Overall grades are averaged to calculate assessor performance.
A sample of assessment criteria
The document outlines assessment criteria for a paper 2 written production exam at both the higher and subsidiary levels. It describes 3 criteria: A) Task/Message, B) Presentation, and C) Language. Each criterion is broken down into descriptive bands ranging from 0-10 that examiners can use to assess a candidate's performance on that criterion for the exam. The bands describe the level of execution, structure, ideas, argumentation, and language usage that correspond to scores within the 0-10 range.
Rubrics: Transparent Assessment in Support of Learning
Rubrics provide concise descriptions of criteria for evaluating student work or performance. They define multiple levels of quality for each criterion from excellent to poor. Rubrics benefit both students and teachers by making clear expectations, providing transparency and consistency in grading, and giving effective feedback to improve learning. Teachers can create rubrics for assignments, assessments, or course materials. Rubrics can be holistic, evaluating work as a whole, or analytic, separately rating each criterion. Moodle has a rubric tool to create and apply rubrics for grading assignments.
Criterion-referenced assessment
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
Alternative Assessment
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Criteria for curriculum assessment
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
Learning Theory - Constructivism
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
Essay type test
The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions.
Assessment of Student Learning 2: Rubrics
The document discusses the important elements of rubrics for assessing student learning, which include criteria, levels of performance, and descriptors. Criteria are the traits or dimensions used to judge student responses. Levels of performance establish a scale to rate each criterion. Descriptors spell out the expected performance at each level for each criterion. Guidelines for developing rubrics include identifying desired qualities, choosing an analytical or holistic rubric type, and defining lowest performance standards. Tips include collaborating with colleagues, gathering sample rubrics, keeping rubrics short and simple, focusing on different skills per item, and student learning development.
Rubrics (Analytic and Holistic)
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
Rubrics ppt
The PPT explains the importance of Rubrics in teaching. Some examples of Rubrics in Mathematics also included - M.SRINIVASAN, FACULTY, ZIET, MUMBAI
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
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James Appleby 1.5.15
This document provides feedback on a social studies lesson for year 9 students. It discusses several key areas:
1. Learning intentions and success criteria were displayed but not referred to during the lesson.
2. Higher-order thinking was not discussed in relation to lesson activities.
3. Graphic organizers and apps were not used, despite their potential to enhance learning.
4. The teacher reminded students to show respect but noise levels remained an issue.
5. Positive feedback was provided during activities, but disruptive students were not addressed.
The Problem with Grades
Grades are meant to provide students feedback on their understanding and mastery of course material, but they often fail to serve this purpose. In reality, grades are used by universities to rate instructors' performance, as an outlet for instructors' frustration, and to artificially boost student performance and university prestige. They do not accurately reflect students' learning abilities or rhythms.
Backward design
Backward design is a 3-stage process for planning curriculum and instruction where educators start by identifying desired results such as goals and standards, then determine acceptable assessments to measure student understanding, and finally plan learning experiences and instruction aligned to desired results and assessments. The stages are to first establish goals by identifying understandings, essential questions, facts and skills students should know and be able to do, then to plan assessments like performance tasks and other evidence to evaluate student learning, and finally to design instructional methods, materials and activities to help students achieve targeted understandings and be able to demonstrate required knowledge and skills.
Substitute Teaching
Substitute teaching can provide valuable teaching experience with flexibility to choose assignments. The first step to becoming a substitute teacher is obtaining requirements from school districts and selecting districts based on personal criteria like location and pay rate. Substitute teachers need to provide paperwork like transcripts, identification, and forms, and can expect daily pay without benefits. Training is available to help substitute teachers gain skills in classroom management, teaching strategies, and handling issues in the classroom.
Ba2 peer assessment learning
This document outlines the schedule and process for a peer assessment day. Students will work in teams to develop designs for a specific demographic and display their work. They will then create criteria to assess the work of other student teams. In the afternoon, students will use their criteria to evaluate other teams' designs and provide feedback. Finally, they will discuss their overall experience and feedback on the peer assessment process.
Grade sheets 2013
Grade sheets are passed out to students on Thursdays and are due signed by parents on the following Monday. The grade sheets should be used by students to highlight any missing assignments or zeros, conference with teachers about making up work, and obtain signatures from teachers and parents before the due date in order to earn up to 25 points towards their grade. Points are deducted each day a grade sheet is turned in late.
¥$Up The Game
¥$Up is a pedagogical game for young minds to challenge their teachers in a sort of academic sport for points based on who can assist their fellow classmate in a creative method.
Power of Repetition
It is funny how we all know that there is power in repetition and in creating strong habits. We also know that we should eat our veggies and drink lots of water for optimal health, but we don’t do that either. So what is the real power of repetition and why don’t we do it?
So what is the power in repetition? Is it the same as building a habit? The real power in repetition, as far as this author is concerned, is that it helps us learn and master skills.
Parent Information Night 2010
1) The document discusses changes to the math curriculum including less emphasis on procedural learning and more emphasis on constructed learning, problem solving, and developing number sense.
2) Students will work with concrete models, use multiple representations, collaborate, and develop personal strategies for solving problems.
3) The goals are for students to understand concepts deeply rather than focusing on rote memorization, and for teachers to provide rich learning opportunities for students to engage with mathematics.
What's hot (9)
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Presentation Assessment Rubrics
The documents provide assessment forms and rating sheets for evaluating theory presentations, proposal presentations, and assessment skills. For theory presentations, areas like the title, theory description, image quality, and citations are assessed. Proposal presentations are assessed on the title, design, images, summaries, spelling/grammar, and presentation. Finally, assessors are evaluated on their assessment accuracy by a lecturer, with errors reducing their grade. Overall grades are averaged to calculate assessor performance.
A sample of assessment criteria
The document outlines assessment criteria for a paper 2 written production exam at both the higher and subsidiary levels. It describes 3 criteria: A) Task/Message, B) Presentation, and C) Language. Each criterion is broken down into descriptive bands ranging from 0-10 that examiners can use to assess a candidate's performance on that criterion for the exam. The bands describe the level of execution, structure, ideas, argumentation, and language usage that correspond to scores within the 0-10 range.
Rubrics: Transparent Assessment in Support of Learning
Rubrics provide concise descriptions of criteria for evaluating student work or performance. They define multiple levels of quality for each criterion from excellent to poor. Rubrics benefit both students and teachers by making clear expectations, providing transparency and consistency in grading, and giving effective feedback to improve learning. Teachers can create rubrics for assignments, assessments, or course materials. Rubrics can be holistic, evaluating work as a whole, or analytic, separately rating each criterion. Moodle has a rubric tool to create and apply rubrics for grading assignments.
Criterion-referenced assessment
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
Alternative Assessment
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Criteria for curriculum assessment
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
Learning Theory - Constructivism
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
Essay type test
The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions.
Assessment of Student Learning 2: Rubrics
The document discusses the important elements of rubrics for assessing student learning, which include criteria, levels of performance, and descriptors. Criteria are the traits or dimensions used to judge student responses. Levels of performance establish a scale to rate each criterion. Descriptors spell out the expected performance at each level for each criterion. Guidelines for developing rubrics include identifying desired qualities, choosing an analytical or holistic rubric type, and defining lowest performance standards. Tips include collaborating with colleagues, gathering sample rubrics, keeping rubrics short and simple, focusing on different skills per item, and student learning development.
Rubrics (Analytic and Holistic)
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
Rubrics ppt
The PPT explains the importance of Rubrics in teaching. Some examples of Rubrics in Mathematics also included - M.SRINIVASAN, FACULTY, ZIET, MUMBAI
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
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Rubrics: Transparent Assessment in Support of Learning
Rubrics: Transparent Assessment in Support of Learning
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O'Connor discusses principles for grading that promote learning over punishment. He outlines 15 fixes to broken grading practices, such as not including behaviors in grades and only grading based on achievement standards. Formative assessments should provide feedback rather than grades. Zeros should be replaced since they disproportionately impact grades. Involving students in assessment helps ownership over learning. The goal of grading should be to support mastery of learning standards through developmental, feedback-focused practices.
LW SYP Spring Planning
The document provides guidance on developing lesson plans using objectives and active participation techniques. It defines objectives as outlining the skill students will learn and how they will demonstrate their learning. It discusses the importance of active participation to check all students' understanding throughout the lesson. Finally, it models writing objectives and developing active participation prompts for verbal, visual, and kinesthetic learning styles.
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Here are some potential ways to use the ABC or ABC123 models in oral discussions or written reflections:
- Provide prompts for each level (A, B, C or 1, 2, 3) to help students structure their responses.
- Have small groups discuss reflections using the different levels, with each person responsible for one level.
- Assign weights to levels (e.g. level 3 responses earn more points) to encourage deeper reflection.
- Use the models as rubrics to provide feedback and suggestions on how students can strengthen reflections.
- Incorporate peer or self-assessment using the levels to raise awareness of perspective-taking.
- Discuss sample reflections as a class and have students identify the
Developing Student Confidence
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
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Bishop Walsh is changing how students are assessed to help them be more successful in their learning. Students will now receive GCSE grades from year 7 onwards, including a predicted grade based on prior attainment and a challenge grade that is one grade higher. Progress will be tracked term-by-term towards GCSE grades. Marking will focus on short, clear comments to guide improvement rather than grades. Self and peer assessment will also be used regularly in lessons in addition to teacher marking. The changes aim to develop students' analytical skills and understanding of how to progress in their work.
Grading
The document discusses principles of grading practices and issues with traditional grading. It summarizes O'Connor's perspectives on grading, including that grading is complicated and subjective. Grades can damage students and teachers if not done properly. While grades may extrinsically motivate some, poor grades typically do not motivate and can push students away. The document provides recommendations to improve grading practices, such as focusing on achievement over behaviors, allowing reassessment, providing feedback over scores, and involving students in assessment.
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This document discusses assessment for learning versus assessment of learning. Assessment for learning involves students in the learning process, uses clear targets, and provides continuous feedback to improve learning. It focuses on the process of learning rather than ranking students. In contrast, assessment of learning determines students' competence, ranks students, and has no emphasis on improving learning. The document provides examples of how to implement assessment for learning, including involving students in setting goals and criteria, using feedback, self-assessment, and designing authentic tasks. It emphasizes that assessment for learning should not be optional but rather an essential part of instruction.
Assessment cpd
This document summarizes a staff development session focused on assessment. The session addressed the purposes of formative and summative assessment and how to use peer and self-assessment to provide feedback and reduce teacher workload. Presenters discussed ensuring assessments sufficiently challenge the most able students. Staff then planned formative and summative assessments and reviewed them to extend opportunities for high achievement. A discussion on peer and self-assessment highlighted benefits like deeper student engagement but also challenges around implementation. The goal was to help students recognize standards and improve independently through assessment.
Creative assessment
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Module 4: School Based Assessment
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
2_4_22 GW Observation.pdf
The document provides an observation form for an intern, Emily Bond, teaching a 1st grade math lesson on adding numbers within 20 at Winterfield Elementary School. The observer, Natalie LaRusch, rated Ms. Bond's performance as proficient or distinguished in several areas of Danielson's Framework for Teaching, including planning, classroom environment, instruction, and professional responsibilities. Specifically, Ms. Bond demonstrated strong content knowledge, established clear behavioral expectations, differentiated instruction to meet students' needs, and regularly communicated with families.
Coaching demo
The document describes an instructional coach's experience using student-centered coaching to improve student writing skills in organization. The coach worked with a third grade teacher, beginning with a pre-test that showed 36% student proficiency in organization. Their coaching cycle included setting an objective, lesson planning, modeling techniques, and a post-test. The post-test results showed 64% proficiency, a 28% increase, with 10 of 22 students improving at least one level in writing organization. While some students did not increase levels, their writing still showed improvement in areas like leads and endings.
12 Principles of High Quality Assessments (Version 2)
This slide presentation is an updated and thoroughly explained version from the first one. I also included some question and answer slides which you can use in class for interactive purposes
An Overview of Assessment Design
The document discusses principles of effective assessment and evaluation. It states that assessment should primarily aim to improve student learning and teaching. Assessment takes a broad range of forms and should be tailored to the skills or knowledge being assessed. Effective assessment intentionally focuses on important learning goals, provides clear feedback, and is varied, manageable, timely and fair. Performance standards, rubrics, grades and evaluating effort are also discussed.
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A basic overview of how one approach to Standards Based Grading (SBG) was implemented in a high school physics class using Microsoft Excel and the Pinnacle web-based gradebook.
This presentation was given as part of a larger staff professional development on SBG.
Launching Our Swanmore Assessment Pledge
The document discusses different ways teachers assess student learning, including modeling, peer assessment, and self-assessment. It explains that teachers assess learning to motivate students, recognize achievement, evaluate teaching effectiveness, and meet learning objectives. The document provides an example of assessing a student's goldfish drawing using a grading rubric to give feedback and help the student improve.
Curriculum and Instruction Learning Targets
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
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Assessment for Learning
- 1. Bellwork – What do these have in common? ? X X
- 2. They are all different ways of effectively improving your work ? X X Modelling – students seeing & working on examples Peer Assessment - Fellow students marking your work against criteria Self – Assessment - Marking the work yourself against criteria Questioning (not part of this presentation) Learning Objectives & Outcomes (not part of this presentation)
- 5. In ‘GCSE Goldfish drawing’ what grades would you give these goldfish? (grade either A, B or C – you can give reasons for your choice )
- 6. I gave them these grades! B C A
- 7. … .and these marks B (22) C (19) A ( 29)
- 8. In order to know how to do well you need to know how the work is going to be marked...
- 12. Grade: High = V. useful Medium = middle Low = little use
- 13. Answer – None really! There are no real specific suggestions on how to make your work more effective next time in that list!
- 14. The table on the next slide is in planners and outlines how assessment takes place at TWS