The document provides an overview of assessment strategies that can inform instruction. It discusses how assessment should define a teacher's approach and focus on student learning rather than coverage of content. Various formative assessment strategies are presented, including AFL strategies, open-ended assessments, gradual release of responsibility, and information/literature circles. The science of learning and theories around growth mindset and flow are connected to using assessment to understand students and adjust instruction. Throughout, the document emphasizes using assessment research to improve teaching practice.
EXAMINING DISTRACTORS AND EFFECTIVENESS
Distractors are the multiple choice response options that are not the correct answer. They are plausible but incorrect options that are often developed based upon students’ common misconceptions or miscalculations. Item analysis software typically indicates the percentage of students who selected each option, distractors and key.
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EXAMINING DISTRACTORS AND EFFECTIVENESS
Distractors are the multiple choice response options that are not the correct answer. They are plausible but incorrect options that are often developed based upon students’ common misconceptions or miscalculations. Item analysis software typically indicates the percentage of students who selected each option, distractors and key.
educ 11
introduction to grading system up to norm and criterion referencing....
a powerpoint presentation for education students taking up a subject of assessment of learning 2
Max Scheler's Hierarchy of Values is a topic from values education subject of college of education students, max scheler, pleasure values, vital values, spiritual values, values of the holy
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
introduction to grading system up to norm and criterion referencing....
a powerpoint presentation for education students taking up a subject of assessment of learning 2
Max Scheler's Hierarchy of Values is a topic from values education subject of college of education students, max scheler, pleasure values, vital values, spiritual values, values of the holy
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
2. “Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, my
values, and my beliefs about teaching and
learning.” - Matt Rosati
3. How the worlds best schools come out on top.
1.Get the right people to become teachers.
2.Develop them to be effective.*
3.Ensure the system is able to deliver the best
possible instruction for every child.
* Coaching classroom practice.
• Move teacher training to the classroom.
• Strong School Leaders
• Teachers learn from each other –
Professional Learning Communities (PLCs)
4. Becoming Otherwise
How do we ensure the system
is able to deliver the best
possible instruction for every
child?
5. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark
17. “No matter what
grade level you teach,
no matter what
content you teach, no
matter what you teach
with, your goal is to
improve students’
comprehension and
understanding.”
20. 1. Setting a purpose / Reading with
purpose in mind
2. Activating background knowledge
to enhance understanding
3. Monitoring comprehension and
awareness of how to repair
comprehension problems
4. Determining what’s important
21. 5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing information
8. Making connections
What is the most important cognitive
reading function for students?
22. Performance Based Reading
Assessment
- Curriculum based reading
assessment, created around grade
level expectations for proficient
reading.
- Reading literature, reading for
information, reading poetry etc.
23. Performance Based
Reading Assessment
It’s a snapshot of
independent
thoughtful reading.
The intent is to see if
students are independently
and thoughtfully applying the skills and
strategies required – at this particular
grade level, in this particular subject.
24. Helps teachers:
- collect information about their
students’ reading level and ability.
- inform their teaching.
Administered early in the school year or
term.
Examined to
identify areas
of strength and
challenge.
25. This is NOT FOR MARKS!
Used to help target specific areas
of instruction.
Repeated to help teachers monitor
the effectiveness of their
instruction and adjust teaching
plans.
30. Writing Performance Standard: Grade 8
Approaching
Expectations
The writing
consists of loosely
connected ideas
and details;
fragmented and
difficult to follow.
Meeting
Expectations
The writing
presents some
connected ideas;
accomplishes the
basic purpose or
task. Often does
not flow
smoothly.
Fully Meeting
Expectations
The writing is
clear, detailed,
and wellorganized;
accomplishes the
purpose or task;
flows smoothly.
MEANING
• ideas and
information
• use of detail
• generalizations
or conclusions
• purpose is
unclear; writing is
unfocused
• inappropriate,
trivial, or simplistic
details
• purpose is clear;
may lose focus
• some relevant
examples and
details
• purpose is clear;
focus is generally
sustained
• specific relevant
examples, details
FORM
• introduction
• organization
• introduction
does not clearly
identify purpose
• lacks
organization;
often one
paragraph of
loosely related
details and
examples
• introduction
states purpose;
not engaging
• related material
is grouped
together, but
transitions and
paragraphing are
weak (reads like a
list, leaving the
reader to make
connections)
• introduction
clearly establishes
purpose; attempts
to engage
• individual
paragraphs or
sections are wellorganized; overall
sequence and
transitions may be
ineffective in
places
SNAPSHOT
Exceeding
Expectations
The writing is
clear, complete,
and focused;
effectively
accomplishes
the purpose or
task, and may
engage the
reader.
• purpose and
focus are effective
and sustained
• uses specific
relevant examples
and details to
elaborate and
clarify
• introduction
effectively
establishes
purpose; engages
• effectively
organized;
paragraphs or
sections are welldeveloped,
logically
sequenced, and
joined by
transitions
Identifying your next steps…
What is the one part of your writing that is easiest to fix for your next paragraph?
What one part of your writing is holding you back the most?
44. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with
whatever intelligence they have because it
can’t be increased.
They resist novel challenges if they can’t
succeed immediately.
They’d rather not try than be perceived as
dumb.
45. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built
through life.
See working harder as a way to improve.
They persist and try a wide variety of solutions
when given novel tasks.
51. The Latin root word for assessment is
"assidere" which means to sit beside.
52. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)
53.
54. You must use the research to support
your practice to avoid being a well
intentioned “Enthusiastic Amateur.”
- Fullan and Hargraeves “Professional Capital”
55. Teaching is not rocket science. It is, in
fact, far more complex and demanding
work than rocket science.
- Richard Elmore (Professor of Education Leadership at Harvard
Graduate School of Education)
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
Reading comprehension = Thinking
My students haven’t seen a number yet.
Practice with out penalty.Descriptive feedback related to agreed upon criteria / performance standards.Raises level of student attainment, and helps struggling students the most.