The document discusses strategies for formative assessment. It defines strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision respectively. It also discusses applying the strategies, with strategy 5 addressing common misunderstandings and strategy 6 allowing focused practice. The document emphasizes that effective feedback directs attention to the learning target, occurs during learning, addresses partial understanding, requires student thinking, and limits corrections. It stresses using examples to clarify expectations and shape quality.
This document discusses adverbs and adverbial phrases. It covers the formation of adverbs from adjectives using suffixes like -ly, as well as adverbs not formed from adjectives. It also describes the different types of adverbs including manner, place, time, frequency, and degree. Finally, it discusses the positions of adverbs in relation to the words they modify.
This document defines and provides examples of different types of adverbs. It explains that adverbs modify verbs, adjectives, and other adverbs by describing manner, time, or place. The document outlines the main types of adverbs as adverbs of manner, time, and place. It provides examples of each and activities for students to identify and classify different adverbs in sentences.
The document discusses effective classroom seating arrangements. It considers three main factors in arranging seating: the planned classroom activities, class size, and available classroom space. The most common seating arrangements described are traditional rows, clusters or groups, and a U-shape or circle. Each arrangement has pros and cons depending on the teaching approach and needs of the students. The conclusion is that while no single arrangement is perfect, the layout should be chosen based on the students' needs and how the class material will be presented.
The document discusses verbs and subject-verb agreement. It provides several rules to help identify verbs and check for subject-verb disagreement:
1. Verbs convey action or state of being and require a subject and object. Every verb must agree in number with its subject.
2. Words like "each" and "either" are singular subjects that require a singular verb. Phrases separated by conjunctions like "and" are plural subjects.
3. Subjects connected by "or" or "nor" determine the verb based on the subject closest to the verb.
4. Inverted sentences have the verb before the subject, so the subject must be identified to check agreement.
5
The document discusses various strategies and considerations for effective classroom management. It emphasizes that good classroom management involves both preventing misbehavior through procedures and organization, as well as having a range of appropriate responses to address misbehavior. Key aspects of management include establishing routines, monitoring student behavior, using space effectively, engaging students, and responding to issues in a fair and respectful manner. Consistency and addressing root causes of problems are important for ensuring discipline is carried out successfully.
The document contains a series of questions about identifying synonyms. It presents a word in bold and then 3 potential synonyms as answer choices to choose from. Some of the questions include identifying synonyms for words like "doubtful", "annual", "mandatory", "occasion", and "insolent". The purpose is to test the reader's knowledge of synonyms and ability to choose the word that means the same thing as the given word.
The document provides a list of synonyms for words from A to Z organized in alphabetical order. It includes 3 sections. The first section provides synonyms for words starting from A to F. The second section lists synonyms for words from G to O. The third section contains synonyms for words from P to Z. Each entry includes the target word and its synonym. The document aims to help learners understand synonyms and their meanings.
Todd Whitaker is an education professor and author who has studied effective teaching practices. The document summarizes his research on what separates great teachers from others. Specifically, it discusses that great teachers establish clear expectations, treat students with respect, have high expectations for themselves and their students, ignore minor issues to focus on more important things, and make caring about learning seem "cool" to students. The overall message is that great teachers excel at building positive learning environments and relationships with students.
This document discusses adverbs and adverbial phrases. It covers the formation of adverbs from adjectives using suffixes like -ly, as well as adverbs not formed from adjectives. It also describes the different types of adverbs including manner, place, time, frequency, and degree. Finally, it discusses the positions of adverbs in relation to the words they modify.
This document defines and provides examples of different types of adverbs. It explains that adverbs modify verbs, adjectives, and other adverbs by describing manner, time, or place. The document outlines the main types of adverbs as adverbs of manner, time, and place. It provides examples of each and activities for students to identify and classify different adverbs in sentences.
The document discusses effective classroom seating arrangements. It considers three main factors in arranging seating: the planned classroom activities, class size, and available classroom space. The most common seating arrangements described are traditional rows, clusters or groups, and a U-shape or circle. Each arrangement has pros and cons depending on the teaching approach and needs of the students. The conclusion is that while no single arrangement is perfect, the layout should be chosen based on the students' needs and how the class material will be presented.
The document discusses verbs and subject-verb agreement. It provides several rules to help identify verbs and check for subject-verb disagreement:
1. Verbs convey action or state of being and require a subject and object. Every verb must agree in number with its subject.
2. Words like "each" and "either" are singular subjects that require a singular verb. Phrases separated by conjunctions like "and" are plural subjects.
3. Subjects connected by "or" or "nor" determine the verb based on the subject closest to the verb.
4. Inverted sentences have the verb before the subject, so the subject must be identified to check agreement.
5
The document discusses various strategies and considerations for effective classroom management. It emphasizes that good classroom management involves both preventing misbehavior through procedures and organization, as well as having a range of appropriate responses to address misbehavior. Key aspects of management include establishing routines, monitoring student behavior, using space effectively, engaging students, and responding to issues in a fair and respectful manner. Consistency and addressing root causes of problems are important for ensuring discipline is carried out successfully.
The document contains a series of questions about identifying synonyms. It presents a word in bold and then 3 potential synonyms as answer choices to choose from. Some of the questions include identifying synonyms for words like "doubtful", "annual", "mandatory", "occasion", and "insolent". The purpose is to test the reader's knowledge of synonyms and ability to choose the word that means the same thing as the given word.
The document provides a list of synonyms for words from A to Z organized in alphabetical order. It includes 3 sections. The first section provides synonyms for words starting from A to F. The second section lists synonyms for words from G to O. The third section contains synonyms for words from P to Z. Each entry includes the target word and its synonym. The document aims to help learners understand synonyms and their meanings.
Todd Whitaker is an education professor and author who has studied effective teaching practices. The document summarizes his research on what separates great teachers from others. Specifically, it discusses that great teachers establish clear expectations, treat students with respect, have high expectations for themselves and their students, ignore minor issues to focus on more important things, and make caring about learning seem "cool" to students. The overall message is that great teachers excel at building positive learning environments and relationships with students.
The document discusses the differences between clauses and phrases, and how commas are used to separate them. A clause contains a subject and verb, while a phrase does not. An independent clause can stand alone as a sentence, while a dependent clause cannot and usually begins with a marker word like "while" or "because". Commas are used to separate clauses and phrases in sentences.
Conjunctions are words that connect other words or groups of words in a sentence. Common conjunctions include and, but, and or. And joins together words or phrases, but shows a difference, and or shows a choice between two options.
The document defines CHAMPS as a framework and set of tools for implementing Positive Behavior Interventions and Supports (PBIS) in the classroom. It provides teachers with a common language and guidelines for designing a proactive classroom management system focused on structure, teaching expectations, acknowledging appropriate behavior, and responding to misbehavior in a consistent manner. The key components of CHAMPS outlined in the document are establishing clear expectations and maximizing structure, actively engaging students, acknowledging good behavior, and having a continuum of responses to inappropriate behavior.
This document provides guidelines and strategies for maintaining discipline in the classroom. It recommends being realistic in expectations, structuring lessons clearly, and focusing on positive behavior. When issues arise, the document suggests ignoring minor problems, using humor, and addressing larger problems privately. It also provides examples of sanctions like timeouts, detentions, and involving parents or administrators for support when needed. The overall message is to establish clear rules and expectations while also treating students respectfully.
Adjectives are words that describe or modify nouns. They can be used to provide more information about a noun's characteristics, save time, and emphasize feelings. Adjectives are placed in a specific order when used before nouns, and some adjectives have irregular comparative and superlative forms. Exercises are provided to match adjectives with pictures to indicate their meanings.
The document discusses different types of adverbs and their proper usage. It defines adverbs as words that provide additional information about verbs, adjectives, other adverbs, or nouns by describing how, when, where, or how often an action occurs. The document provides examples of different types of adverbs and guidelines for using adverbs versus adjectives correctly. It also covers forming comparisons, avoiding double negatives, using contractions, and employing specific adverbs to enhance writing.
ENGLISH - 03. Present, Past, and Future Tenses.pptxFiennyLangi1
The document discusses the three main verb tenses in English: past, present, and future. It provides examples of regular and irregular verbs in each tense. Regular past tense verbs are formed by adding "-ed", while irregular verbs have spelling changes. The present tense shows current actions and can take an "-s" ending. The future tense expresses future actions using "will" plus the base verb form. Examples of verbs are given in sentences to illustrate the three tenses.
This document outlines three rules for making nouns plural in English:
1. Add -s to most nouns to make them plural (book to books)
2. Add -es to nouns ending in x, s, ss, z, ch, sh to make them plural (bus to buses)
3. Change the y to i and add -es for nouns ending in y (baby to babies)
The document provides examples for each rule and encourages practicing forming plurals with a whiteboard.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
This document outlines a lesson plan for a 1st grade science class about parts of the body. The lesson includes opening activities like singing songs about body parts and playing Simon Says to warm up. The main activity is a PowerPoint presentation identifying body parts like the head, shoulders, knees and toes for students to read and guess, followed by a worksheet for students to complete. The closing activity involves listening to additional songs about body parts and whole body movement.
An antonym is a word that means the opposite of another word. There are three types of antonyms: graded antonyms which express relationships along a continuum (e.g. good-bad), complementary antonyms which represent the only two opposite possibilities with no middle ground (e.g. true-false), and relational antonyms which require both opposites to exist (e.g. husband-wife). The document provides examples of antonym word pairs and exercises to identify antonyms.
There are four main types of sentences: simple sentences contain one independent clause; compound sentences contain two independent clauses joined by a conjunction; complex sentences contain one independent and one dependent clause; and compound-complex sentences contain two independent clauses and one dependent clause. Each sentence type has specific grammatical structures and punctuation rules that are outlined in the document.
A compound noun is made up of two or more words that together name a person, place, or thing. Compound nouns can be written as a single word, as two words with a hyphen, or as two separate words, with no clear rules on usage. Common compound nouns are made of two nouns, a noun and a verb, a noun and an adjective, or other combinations of parts of speech.
This document discusses different types of nouns:
1) Proper nouns are capitalized names of people, places, things or ideas like Jennifer or Australia. Common nouns are general names like girl or country.
2) Nouns can also be concrete, referring to things that can be sensed, or abstract, referring to ideas, qualities or characteristics.
3) Collective nouns name groups and act as singular nouns, taking a singular verb, even when referring to multiple people or things, like "the tribe is small."
Grade: 3
Subject: English
Lesson: What are Nouns
Description: In this lesson, you will learn about nouns in English Grammar. You will see different examples of nouns as person, place, thing, or an idea. Using examples, you will learn about identifying nouns in different sentences. Finally, you will be able to practice. Once you are prepared, you can test yourself to see how well you have understood. You can always review the lesson and re-test again.
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
The document discusses linking verbs, which link the subject of a sentence to a description. It provides a list of common linking verbs like "is", "are", "was", and "been". It teaches how to identify the subject and linking verb in sentences by looking for the word that links the subject to a description. Examples are provided where the reader is asked to identify the subject and linking verb in sample sentences.
1. The document is a test paper containing questions about grammar, punctuation, parts of speech, and sentence structure.
2. There are 12 questions on topics like identifying adverbs, completing sentences with correct punctuation, active and passive voice, prefixes, suffixes, hyphenation, and more.
3. The questions are short answer and involve underlining, circling, correcting, or adding missing punctuation and words to sentences.
The document discusses the use of articles in English grammar. It defines articles as a subclass of determiners that specify nouns. There are three articles in English: a/an and the. The is the definite article as it refers to specific nouns, while a/an are indefinite articles that do not refer to particular nouns. The rest of the document provides examples of when to use the definite article "the" with unique things, places, events, directions, and other nouns to indicate specificity or familiarity.
This document discusses approaches to conducting educational research on limited budgets and timeframes. It presents three hypothetical scenarios involving online course enrollment, classroom response systems, and blended learning pilots. For each scenario, it prompts the reader to identify what research questions they would want to answer and how they could conduct the research with available resources. It then discusses establishing "gold standard" methodologies as the ideal but acknowledges that research is often needed "on a dime" with fewer resources. The document challenges the reader to adapt typical qualitative and quantitative research methods to be lower-cost and faster while still providing meaningful insights.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
The document discusses the differences between clauses and phrases, and how commas are used to separate them. A clause contains a subject and verb, while a phrase does not. An independent clause can stand alone as a sentence, while a dependent clause cannot and usually begins with a marker word like "while" or "because". Commas are used to separate clauses and phrases in sentences.
Conjunctions are words that connect other words or groups of words in a sentence. Common conjunctions include and, but, and or. And joins together words or phrases, but shows a difference, and or shows a choice between two options.
The document defines CHAMPS as a framework and set of tools for implementing Positive Behavior Interventions and Supports (PBIS) in the classroom. It provides teachers with a common language and guidelines for designing a proactive classroom management system focused on structure, teaching expectations, acknowledging appropriate behavior, and responding to misbehavior in a consistent manner. The key components of CHAMPS outlined in the document are establishing clear expectations and maximizing structure, actively engaging students, acknowledging good behavior, and having a continuum of responses to inappropriate behavior.
This document provides guidelines and strategies for maintaining discipline in the classroom. It recommends being realistic in expectations, structuring lessons clearly, and focusing on positive behavior. When issues arise, the document suggests ignoring minor problems, using humor, and addressing larger problems privately. It also provides examples of sanctions like timeouts, detentions, and involving parents or administrators for support when needed. The overall message is to establish clear rules and expectations while also treating students respectfully.
Adjectives are words that describe or modify nouns. They can be used to provide more information about a noun's characteristics, save time, and emphasize feelings. Adjectives are placed in a specific order when used before nouns, and some adjectives have irregular comparative and superlative forms. Exercises are provided to match adjectives with pictures to indicate their meanings.
The document discusses different types of adverbs and their proper usage. It defines adverbs as words that provide additional information about verbs, adjectives, other adverbs, or nouns by describing how, when, where, or how often an action occurs. The document provides examples of different types of adverbs and guidelines for using adverbs versus adjectives correctly. It also covers forming comparisons, avoiding double negatives, using contractions, and employing specific adverbs to enhance writing.
ENGLISH - 03. Present, Past, and Future Tenses.pptxFiennyLangi1
The document discusses the three main verb tenses in English: past, present, and future. It provides examples of regular and irregular verbs in each tense. Regular past tense verbs are formed by adding "-ed", while irregular verbs have spelling changes. The present tense shows current actions and can take an "-s" ending. The future tense expresses future actions using "will" plus the base verb form. Examples of verbs are given in sentences to illustrate the three tenses.
This document outlines three rules for making nouns plural in English:
1. Add -s to most nouns to make them plural (book to books)
2. Add -es to nouns ending in x, s, ss, z, ch, sh to make them plural (bus to buses)
3. Change the y to i and add -es for nouns ending in y (baby to babies)
The document provides examples for each rule and encourages practicing forming plurals with a whiteboard.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
This document outlines a lesson plan for a 1st grade science class about parts of the body. The lesson includes opening activities like singing songs about body parts and playing Simon Says to warm up. The main activity is a PowerPoint presentation identifying body parts like the head, shoulders, knees and toes for students to read and guess, followed by a worksheet for students to complete. The closing activity involves listening to additional songs about body parts and whole body movement.
An antonym is a word that means the opposite of another word. There are three types of antonyms: graded antonyms which express relationships along a continuum (e.g. good-bad), complementary antonyms which represent the only two opposite possibilities with no middle ground (e.g. true-false), and relational antonyms which require both opposites to exist (e.g. husband-wife). The document provides examples of antonym word pairs and exercises to identify antonyms.
There are four main types of sentences: simple sentences contain one independent clause; compound sentences contain two independent clauses joined by a conjunction; complex sentences contain one independent and one dependent clause; and compound-complex sentences contain two independent clauses and one dependent clause. Each sentence type has specific grammatical structures and punctuation rules that are outlined in the document.
A compound noun is made up of two or more words that together name a person, place, or thing. Compound nouns can be written as a single word, as two words with a hyphen, or as two separate words, with no clear rules on usage. Common compound nouns are made of two nouns, a noun and a verb, a noun and an adjective, or other combinations of parts of speech.
This document discusses different types of nouns:
1) Proper nouns are capitalized names of people, places, things or ideas like Jennifer or Australia. Common nouns are general names like girl or country.
2) Nouns can also be concrete, referring to things that can be sensed, or abstract, referring to ideas, qualities or characteristics.
3) Collective nouns name groups and act as singular nouns, taking a singular verb, even when referring to multiple people or things, like "the tribe is small."
Grade: 3
Subject: English
Lesson: What are Nouns
Description: In this lesson, you will learn about nouns in English Grammar. You will see different examples of nouns as person, place, thing, or an idea. Using examples, you will learn about identifying nouns in different sentences. Finally, you will be able to practice. Once you are prepared, you can test yourself to see how well you have understood. You can always review the lesson and re-test again.
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
The document discusses linking verbs, which link the subject of a sentence to a description. It provides a list of common linking verbs like "is", "are", "was", and "been". It teaches how to identify the subject and linking verb in sentences by looking for the word that links the subject to a description. Examples are provided where the reader is asked to identify the subject and linking verb in sample sentences.
1. The document is a test paper containing questions about grammar, punctuation, parts of speech, and sentence structure.
2. There are 12 questions on topics like identifying adverbs, completing sentences with correct punctuation, active and passive voice, prefixes, suffixes, hyphenation, and more.
3. The questions are short answer and involve underlining, circling, correcting, or adding missing punctuation and words to sentences.
The document discusses the use of articles in English grammar. It defines articles as a subclass of determiners that specify nouns. There are three articles in English: a/an and the. The is the definite article as it refers to specific nouns, while a/an are indefinite articles that do not refer to particular nouns. The rest of the document provides examples of when to use the definite article "the" with unique things, places, events, directions, and other nouns to indicate specificity or familiarity.
This document discusses approaches to conducting educational research on limited budgets and timeframes. It presents three hypothetical scenarios involving online course enrollment, classroom response systems, and blended learning pilots. For each scenario, it prompts the reader to identify what research questions they would want to answer and how they could conduct the research with available resources. It then discusses establishing "gold standard" methodologies as the ideal but acknowledges that research is often needed "on a dime" with fewer resources. The document challenges the reader to adapt typical qualitative and quantitative research methods to be lower-cost and faster while still providing meaningful insights.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
This presentation follows Chapter 1 of Seven Strategies of Assessment for Learning by Jan Chappuis. It is part of the ETS Assessment Training Institute
The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
Assessment for Learning (AfL) refers to activities undertaken by teachers and students to provide feedback to modify teaching and learning activities. Strategies for AfL include feedback, formative marking, comment-only marking, peer assessment, self-assessment, and questioning. Research shows that comment-only marking, where students receive only comments without marks, is most effective for improving student work as the comments help students learn to judge their own work and improve. Peer assessment can also be effective as feedback from peers is less emotionally charged than from teachers. Blogs can be used to support AfL strategies.
Formative Assessment vs. Summative Assessmentjcheek2008
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
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.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
Meister & Martinez The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document outlines strategies for effective formative assessment, including using strong and weak examples, providing effective feedback, and focused revision. It discusses how these strategies help answer the questions of where students are headed, where they currently are, and how to close the gap. The document provides details on implementing each strategy, including defining key concepts, examples, and activities teachers can use in the classroom. It emphasizes using formative assessment to clarify expectations and shape student understanding of quality work.
(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies for student-centered formative assessment. It outlines that the learner will be able to define and apply Strategies 2, 3, and 6 which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document then provides details on each of these three strategies, including key ideas, implementation, examples, and activities to apply the strategies. It relates the strategies to questions about where the learner is going, where they are now, and how to close the gap.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
(Huckstadt & Root) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is about providing regular descriptive feedback to students. Effective feedback directs attention to the learning target, occurs during learning, addresses misunderstandings, avoids doing the thinking for students, and limits corrective information. Strategy 6 is focused revision, which identifies common misunderstandings, provides targeted instruction, and offers focused practice opportunities to help students improve. The document explains how to implement these strategies and provides examples.
Goldman & Acuna The Rest of the 7 Student-Centered Strategies of Assessment f...Jeremy
This document outlines strategies for student-centered formative assessment. It discusses strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document explains how these strategies help answer questions about where students are headed, where they currently are, and how to close gaps. It provides examples and activities to help apply these strategies, such as analyzing samples, writing feedback, and planning for misunderstandings. The overall goal is to help educators implement formative assessment practices to improve student learning.
(Muthu & Johnson) The Rest of the 7 Student-Centered Strategies of Assessment...Jeremy
The document describes an activity where a volunteer will describe a picture to an audience without feedback. The audience must try to draw the picture based only on the description, knowing it contains rectangles that touch. They then discuss as a group how close their drawings were and what helped or hindered. Strategies 2, 3 and 6 of formative assessment are then defined: using models of strong/weak work, giving descriptive feedback, and focused revision. The importance of these strategies for understanding the learning target, current level, and closing gaps is explained.
This document discusses assessment for and of learning. It outlines the importance of formative assessment and having a balanced assessment system. Formative assessment has been shown to improve student achievement when implemented properly, through practices like providing feedback and developing self-assessment skills. The document outlines seven strategies for formative assessment, focusing on clarifying learning targets, determining students' current level of understanding, and helping them to close gaps in their knowledge. Clear learning targets are essential for effective assessment.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
This document provides guidance on communicating assessment data from alternative methods and giving feedback to help learners improve. It discusses guidelines for providing qualitative feedback, including making it specific, timely, and focused on improvement. The document also covers using portfolios to document progress, organizing meetings with parents, and different forms of feedback like focusing on performance, procedures, or improvement strategies.
Level 5 ppp assessment for learning finalLee Hazeldine
The document provides guidance on effective formative feedback practices for teachers. It discusses how feedback should be focused on learning objectives and success criteria, involve self-reflection from pupils, and indicate where students are, where they need to go, and how to get there. Effective feedback is timely and allows students to respond. Written feedback strategies like marking secretarial features have low impact, while highlighted success and next steps against learning intentions have high impact. The document also cautions against tokenistic implementation of assessment for learning and emphasizes understanding principles of teaching and learning.
The document discusses how to provide effective feedback to students. It argues that not all feedback is helpful, as some can decrease motivation. It provides five actions teachers can take to improve feedback: 1) emphasize the task, not the student's ability, 2) give specific guidance on improvement, 3) provide regular feedback, 4) focus on the learning process, not results, and 5) only provide feedback while students are still learning. Research showed that students who received comments-only improved more than those who received grades or both comments and grades. The document stresses making feedback actionable and allowing students to apply it.
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
Similar to (Wolf) The Rest of the 7 Student-Centered Strategies of Assessment for Learning (20)
The document discusses formative assessment and seven student-centered strategies for formative assessment. Formative assessment is an ongoing process used during instruction to provide feedback to teachers and students to guide and improve learning. It is not an instrument, event, or final exam. The seven strategies for formative assessment are: 1) providing a clear learning target, 2) using examples of strong and weak work, 3) offering descriptive feedback, 4) teaching self-assessment and goal setting, 5) focusing lessons on one target at a time, 6) teaching focused revision, and 7) engaging students in self-reflection to track learning.
This document discusses differentiated instruction, which is a systematic approach to teaching students with different abilities and needs. It compares fixed and growth mindsets, explaining that a growth mindset believes success comes from effort rather than innate ability. The document defines differentiated instruction and explains its key principles, including creating a supportive learning environment, using quality curriculum and assessments to inform teaching, and responding to student variance in readiness, interest, and learning profiles. Teachers provide testimonials about how differentiated instruction has helped engage and challenge students of varying abilities.
This document provides an overview of disciplinary literacy and the Common Core State Standards (CCSS) for a literacy team. It defines disciplinary literacy as merging content knowledge with reading, writing, speaking, and problem solving skills. The CCSS are a set of standards to prepare students for college and careers through literacy in different subjects. The relationship between disciplinary literacy and the CCSS is that the standards require skills like thinking critically and using evidence that are important to different disciplines. The document explains how the CCSS are structured around anchor standards and progressions from kindergarten through 12th grade.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a 5 step protocol. They then review writing samples from the CCSS appendix and discuss gaps between current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a future lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a protocol. They then review writing samples from the CCSS appendix and discuss gaps between their current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides an agenda for a training session on how to implement close reading strategies. It will cover why close reading is important, how to model close reading, how to write text-dependent questions, and providing examples for different content areas. Attendees will learn that close reading involves carefully re-reading short texts with a specific purpose in mind. It helps students engage with and understand what texts explicitly say as well as make inferences. The training will provide guidance on selecting appropriate texts and crafting text-dependent questions to facilitate close analysis of key passages.
This document discusses enduring understandings (EUs), essential outcomes (EOs), and learning targets (LTs). It defines each term and provides examples. EUs are full sentence generalizations that capture big ideas. EOs include the building blocks, knowledge, and skills needed to achieve the EU. LTs specify what students will know and be able to do by the end of a lesson. The document provides guidance on creating EUs, EOs, and formatting them in a learning management system. Strong and poor examples of each are presented to illustrate the concepts.
This document provides an overview of a workshop to train participants on evaluating assessment quality using four standards: 1) Does the assessment method reflect the desired outcome, 2) Does the assessment use high-quality items, 3) Does the assessment provide enough evidence of student achievement, and 4) Does the assessment avoid bias. The workshop objectives are to apply these standards to create or revise an assessment. Guidelines are provided for different item types to help create high-quality assessments.
This document provides an overview of performance assessments and rubrics. It defines a performance assessment as the observation and evaluation of a skill or product. The document outlines the key steps to creating a performance assessment, including identifying the performance to be evaluated, establishing criteria in a rubric, and developing assessment tasks. It also examines the traits of high-quality rubrics, such as having clear content and criteria that are logically categorized into distinct levels of performance. Common rubric errors like emphasizing quantity over quality or including non-essential elements are also discussed.
This document provides an introduction to the Common Core State Standards for literacy. It outlines the session objectives which are to explain how the CCSS are structured, how they support disciplinary literacy, and how to identify where instructional activities fall in relation to the CCSS progression. It then defines the CCSS, explains why they are important, and discusses how they relate to disciplinary literacy. The document guides participants through unpacking and analyzing sample CCSS standards and determining how to adjust activities to meet grade level expectations. It concludes by outlining next steps to begin implementing the standards.
This document provides guidance on operations used in proofs. It instructs the reader to first determine if the angles or segments in the proof are larger or smaller than those given, and then to use addition/multiplication if larger or subtraction/division if smaller. It gives examples of diagrams where addition/multiplication or subtraction/division would be used and advises the reader to look for bisectors or midpoints when using multiplication/addition or division/subtraction respectively.
This document outlines a protocol for unpacking standards into learning targets to improve common assessments. It explains how to analyze standards by underlining verbs, highlighting nouns, circling contexts, and identifying the type of learning target. Teachers will learn how to determine the depth of knowledge ceiling for each target and match assessment item types to target rigor. Sample essential outcomes are unpacked using the protocol steps. Guidelines are provided for constructing response questions that clearly communicate expectations and assessments are written for a sample standard.
1) Teachers can create assessments in Mastery Manager, including naming the assessment, creating the answer key, and generating and printing forms for students to complete.
2) Completed forms are scanned back into the system, and teachers can generate reports to view student scores and item analysis.
3) Student scores can be exported from Mastery Manager to the school's gradebook system, Infinite Campus.
This document provides instructions for creating, printing, scanning, and viewing scores for a multiple-choice assessment in Mastery Manager. It outlines the following steps: creating an assessment and answer key; creating and printing answer forms; scanning completed forms; generating score reports; and conventions for naming exams and rubrics in the system. The key functions covered are creating and managing assessments, forms, and reports in Mastery Manager.
This document discusses strategies for using rubrics to facilitate formative assessment strategies. It provides examples of how rubrics can be used to:
1) Model strong and weak examples of student work to clarify learning targets (Strategy 2).
2) Provide descriptive feedback to students on their progress toward meeting learning targets (Strategy 3).
3) Guide students in focused revision of their work by identifying specific areas of weakness and directing practice activities (Strategy 6).
Attendees are invited to discuss how they have implemented these strategies using rubrics and how rubrics could be adapted for different content areas.
Revised using rubrics to facilitate self-assessment and self-reflectionJeremy
This document discusses strategies for using rubrics to facilitate student self-assessment and self-reflection. It explains the importance of formative assessment and strategies 4 and 7, which involve teaching students to self-assess and engage in self-reflection. Four strategies for using rubrics are presented: 1) justifying quality levels with highlighting, 2) matching work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment. Examples and steps for implementing each strategy are provided. The document concludes with reviewing the session objectives and references.
3 10-14 formative assessment with the mathematics ccssJeremy
The document discusses formative assessment strategies for using the Common Core State Standards in mathematics. It begins with reviewing strategies from a previous meeting, including creating clear learning targets, designing lessons around a single target, teaching self-assessment and goal setting. Examples are given of applying these strategies using specific CCSS, like creating student-friendly targets and sample lesson targets. The agenda concludes with an activity for teachers to work in groups to modify a resource sheet to allow students to set goals and self-reflect on their progress.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
Formative assessment with the mathematics ccssJeremy
This document discusses strategies for formative assessment using the Common Core State Standards for mathematics. It provides examples of applying four strategies: 1) creating a clear learning target; 5) designing lessons around a single target; 4) teaching self-assessment and goal-setting; and 7) engaging self-reflection. Teachers work in groups to develop student-friendly learning targets from the CCSS and modify a resource sheet for students to track goals and reflect on progress. The purpose is to design formative assessments that focus learning and provide feedback using the CCSS.
Using Rubrics for Strategies 4 & 7 johns&bassJeremy
This document outlines an agenda for a session on using rubrics to help students self-assess and self-reflect. The objectives are to learn how to select rubrics to facilitate self-assessment and self-reflection, understand different assessment tools that can be used, and create or modify a rubric for current students. The agenda includes identifying self-reflective practices, reviewing strategies for self-assessment and self-reflection, learning how to select effective rubrics, analyzing sample rubrics, and creating a self-assessment tool to use with course rubrics. Examples of rating scales and checklists for self-assessment are also provided.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2.
I will:
be able to explain how the 7 strategies are
designed to assist the student in answering the
following questions:
Where am I headed?
Where am I now?
How do I close the gap?
be able to define Strategies 2, 3, and 6.
apply strategies 2 and 3 to my area of work.
3.
Review of the PLC Cycle & 7 Strategies
Name that Strategy
Strategy #2 (Strong & Weak Examples)
Key ideas
Let’s Try
Ways to implement
Strategy #3 (Effective Feedback)
Self-assessment
Characteristics of Effective Feedback
Let’s Try
Strategy #6 (Focused Revision)
Quick Overview
How can I apply the strategies to my job?
4.
5. Where Am I Going?
Strategy 1:
Provide students with a clear and understandable
vision of the learning target.
Strategy
Use examples and models of strong and weak
2:
Where Am I Now?
work.
Strategy
3:
Offer regular descriptive feedback.
Strategy Close Teach students to self-assess and set goals.
How do I 4:
the Gap?
Strategy
Strategy 5:
6:
Strategy 7:
Design lessons to focus on one learning target or
aspect of quality at a time.
Teach students focused revision.
Engage students in self-reflection, and let them
6. AS A TABLE
Read the provided
scenarios.
Determine which of
the 7 strategies is
being employed.
Write the name of the
reflected strategy
next to each
scenario.
Each strategy is used
only once.
Activity Packet Pg. 1 & 2
7. STRATEGY
SCENARIO
After working with a student to examine his math
4
grades, you ask the student to:
(Self- Assessment 1. Identify his current academic and behavioral
& Goal-Setting)
strengths and weaknesses in math.
2. Point to evidence that supports his opinion.
3. Set a SMART goal to address his weaknesses.
6
(Focused
Practice/
Focused
Revision)
After demonstrating two methods of organization to a
student, you charge her with organizing her binder
according to these methods for two weeks. At the
conclusion of the two weeks, you meet with the
student to review her progress.
8. 7
At the conclusion of the sophomore year, you administer a year
(Selfend survey to your students. This survey asks each student to
Reflection) examine his/her unofficial transcript and determine:
1. the number of credits he/she has achieved to date.
2. the specific credits he/she still needs in order to secure
graduation.
3. the positive trends in his/her academic performance.
4. whether or not he/she is on track to meeting his/her postsecondary goals, and explain his/her opinion.
1
The counselor posted the following learning target for her
(Learning group guidance session.
Target)
I can create a 4 year plan that meets LT graduation
requirements and post secondary preferences.
9. 3
(Effective
Feedback)
One of your students came to complain about their math
class, which they are failing. In an effort to determine the
cause of failure, you access the student’s grade portal. You
made the following feedback statement to the student:
Your test grades are strong; however, your overall grade in this
course is low. Look at your assignment grades. What is
bringing your overall average down? How can this be
corrected?
5
(one
instructional
focus/
focused
instruction)
A student services staff member is working with a small
group of students that struggle with executive functioning.
This group of students is not meeting their learning targets
because they struggle with organizational skills.
You teach the students two methods of organizing:
1. Using dividers to separate items in the course binder by topic
and assignment type
2. Color coding the information according to topic (for studying)
10. 2
(Provide
Models)
During group guidance, the counselor split the 9th graders
into groups and asked each group to:
highlight the graduation requirements exhibited in two
sample 4 year plans
determine which sample plan was ideal
justify which sample plan was ideal by referring to
graduation requirements
11.
12. By using examples of strong and weak work in
conjunction with the learning target, you are:
Clarifying your vision of the intended learning
Shaping the student’s continuum of quality
Communicating your expectations
Assigning meaning and relevance to quality
levels
“[Preparing students to understand] your
feedback to them and to engage in peer-and
self-assessment.”
13. To be clear:
Simply flashing
models of strong
work will not yield
replicas of strong
work
STRONG EXAMPLE
14. 1.
Students highlight the
college requirements in a
strong and weak sample
four year plan
2. Students rank/score the
college essay samples
according to a college
essay rubric
15. 3. Students watch sample
“counseling group” video
and identify and discuss
examples of “normed”
behavior and inappropriate
behavior.
16. AS A TABLE:
Select your context.
1.
3.
One on one meeting
Group Counseling
Group Guidance
College Workshop
Select a strong and
weak example of your
learning target.
4.
Outline an activity that
the students will
engage in to determine
what makes each
example strong or
weak.
Activity Packet Pg. 3
1.
2.
3.
4.
Write your learning
target.
2.
Create your vision of the
intended learning
17. AS A TABLE:
Your Learning Target
Your Strong Sample
Your Weak Sample
Reasons that the
samples are strong
and weak
Describe your activity
Activity Packet Pg. 3
18.
19. A: All S: Some N: Not yet
The feedback I provide students…
1) directs attention to the intended learning.
(A, S, or N)
2) occurs during learning so there is time for
students to ACT upon the feedback.
Please
complete the
3) addresses partial understanding
self4) is phrased so the students must do the assessment on
page 4 of the
thinking.
activity
5) is appropriately limited in regard to
handout.
corrective information so the students can
act on the feedback
20. KLUGER & DE NISI‟S
META-ANALYSIS (1996):
1/3 feedback
worsens performance
1/3 feedback yields
no change
1/3 feedback led to
consistent
improvements
Feedback focuses on
person instead of task
Feedback focuses on
elements of the task &
gives guidance on
ways to make
improvement
(Chappuis, 2009, p. 56)
21. 1) Directs attention to the intended learning,
pointing out strengths and offering specific
information to guide improvement
2) Occurs during learning, while there is still time to
act on it
3) Addresses partial understanding
4) Does not do the thinking for the student
5) Limits corrective information to the amount of
advice the student can act on
( Table from Chappuis, 2009, p.
57)
22. “Directs
attention to
the intended
learning, pointing
out strengths and
offering specific
information to guide
improvement”
Success feedback
points out what the
student has done well
Intervention feedback
gives specific
information to guide
improvement
(Chappuis, 2009, p. 57)
23. Success Feedback
Intervention Feedback
Identify what is done
correctly
Describe a quality
feature in the work
Point out effective use of
strategy or process
Identify a correction
Ask a question
Offer a reminder
Point out a problem with
strategy or process
(Chappuis, 2009)
SUCCESS: Today you were on time to class so you were able
to complete your bellringer and earn points.
INTERVENTION: What can you do again tomorrow to make
sure you are on time for class?
24. AS A TABLE
Part I
Read the feedback
comments on pg. 4
of the activity packet
Label each comment
as Success or
Interventionist
Part II
For each feedback
comment, please :
add context
revise the comment to
make it effective
success +
intervention
Activity Packet Pg. 4 & 5
25. FEEDBACK
COMMENTS
Seek
assistance
Talk to your
teacher
Keep Studying
More effort
needed
REVISED FEEDBACK COMMENT
(Success + Intervention)
Ex: Your grades in English and World History indicate that
you are mastering the content on quizzes and tests. Your
mathematics quiz and test grades suggest that you are
struggling with this material. When will you make an
appointment with the teacher to review the material before
the next quiz?
26.
Hattie and Timperley (2007)
“Unclear evaluative feedback, which
fails to clearly specify the grounds on
which students have met with
achievement success or otherwise, is
likely to exacerbate negative
outcomes, engender uncertain selfimages, and lead to poor
performance. “
(Chappuis, 2009
27. “OCCURS DURING
LEARNING”
Feedback is given & then
time & opportunity are
provided to act on the
feedback
Allowed to make
mistakes
Practice is not graded
Quality feedback guides
next actions/
improvement
“ADDRESSES PARTIAL
UNDERSTANDING”
Feedback can address
partial understanding
Apply success and
interventionist
Re-teach if there is “no
understanding”
A student with no
understanding will not
benefit from feedback
28. QUALITY FEEDBACK
“DOES NOT DO THE THINKING FOR THE STUDENT”
Avoid over-feedbacking
Try:
Point out the error
Ask the student how he/she will correct it
Allow exploration
If needed, carefully pose a question to guide the
corrective process
“Good thinking spurs thoughtful action”
(Chappuis, 2009)
29. QUALITY FEEDBACK LIMITS THE NUMBER OF
CORRECTIVES
Provide “as much intervention
feedback as the individual student
can reasonably act on”
For students with many
errors…consider limiting the focus of
corrections to one criterion at a time
(Chappuis, 2009)
30.
31. “Sadler (1989) identified that, in
order for improvement to take
place, the child must first know the
purpose of the task,
then how far this was achieved,
and finally be given help in
knowing how to move closer
toward the desired goal or „in
(Chappuis, 2009)
closing the gap.”
32. Strategy 5
addresses the
aspect of the
learning gap that
is typically
misunderstood
or confused
Targets instruction to
the learning gaps
Incomplete
understanding
Misconceptions
Partially developed
skills
33.
Strategy 5 answers “the operative
question: When students go sideways on
this learning target, what are the typical
problems?” Strategy 5 gives students
focused instruction.
Strategy 6 offers students focused
practice to ensure they avoid the
common misunderstandings or correct
them.
34. STRATEGY
SCENARIO
5
A student services staff member is working
with a small group of students that struggle
with executive functioning. This group of
students is not meeting their learning targets
because they struggle with organizational
skills.
You teach the students two methods of
organizing:
(one
instructional
focus/
focused
instruction)
1. Using dividers to separate items in the course binder by
topic and assignment type
2. Color coding the information according to topic (for studying)
36. Where Am I Going?
Strategy 2:
Use examples and models of
strong and weak work.
Where Am I Now?
Strategy 3:
Offer regular descriptive
feedback.
How Can I Close the Gap?
Strategy 6:
Teach students focused revision.
37.
Take a moment to answer the following
question individually:
How can I apply the formative assessment
strategies to my work?
▪ In which context will I use them?
▪ Which strategies will I use?
▪ How will I use them?
Be prepared to share your response.
Activity Packet Pg. 6
38. Chappuis, Jan (2009). Seven strategies of
assessment for learning. Boston: Pearson
Education, Inc. 2009.’
Stiggins, R (2007). Assessment for learning: An
essential foundation of productive instruction. In
Douglas Reeves (ed.), Ahead of the curve (pp5677). Bloomington, IN: Solution Tree.
Editor's Notes
The session is 50 minutes in length.
PLC Cycle:Formative Assessment falls as the third step in the PLC Cycle.Formative Assessment addresses question 2: How do we know when a student has learned something?This question can be rephrased to say…how do we know when a student has learned something from group guidance? About the college application process? About means to cope with their substance abuse problem?What is formative assessment?After establishing what we are going to teach students (learning targets), and then teaching it (through varied instructional strategies), we must assess student understanding…After trying to teach students either through one-on-one counseling or This assessment occurs in a variety of ways: discussion, q &a, exit slips, bell work, homework assignment, quiz, etc.When an assessment is used for learning, when it is used to inform a teacher’s instruction, then it is formative.Typically, teachers: assess student understanding of the learning target formatively determine their next instructional steps as a result of student performanceeither re-teach or enhance the initial learningeventually administer a summative assessment
What are the 7 Strategies?Jan Chappuis has developed 7 Strategies of Assessment for Learning. These 7 strategies revolve around 3 questions (for the students):1) Where Am I going?- Strategy 1 (Captain Target: Learning Target); Strategy 2 (Model Master: Models or examples of the continuum of quality)2) Where Am I Now?, - Strategy 3 (Flash Feedback: Effective Feedback); Strategy 4 (Goal Guard: Student Self-Assessment & Goal Setting)3) How do I Close the Gap?- Strategy 5 (One-der-Woman: focus on 1 target at a time); Strategy 6 (Robin Revision: focused revision); Strategy 7 (Reflecto Man: Tracking learning and Self-Reflection)Why are we going to study the 7 Strategies?LT is going to engage in the study and application of these 7 strategies of assessment this school year because research has demonstrated:“Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” (Black & Wiliam, 1998b)“formative assessment practices greatly increase the achievement of low-performing students” (p. 3)7 strategies are “designed to meet students’ information needs to maximize both motivation and achievement, by involving students from the start in their own learning” (Chappuis, p. 11). These 7 strategies facilitate meta-cognition, which strong learners already engage in, but low-level learners need to be taught explicitly to think about their thinking.Today’s focus:In August we were briefly introduced to these strategies. In today’s session, we are going to delve into strategies 4 & 7.
Talking Points:Strategy 2 is intended to answer the question: Where am I headed?It works in conjunction with strategy 1. The idea is that you present the models of the strong and weak work in order to further communicate your learning target or vision of the intended learning.Oftentimes teachers present models of work to demonstrate project expectations rather than to communicate a learning target. This strategy involves using the model to clarify and communicate the learning target.If used in this way, then models of work can:Clarify your vision of the intended learningShape the student’s continuum of qualityCommunicate your expectationsAssign meaning and relevance to quality levels“[Prepare students to understand] your feedback to them and to engage in peer-and self-assessment.”Strategy 2 is considered an enabling strategy because it enables the students to understand your feedback (which is provided with strategy 3).
To officially shape a students’ continuum of quality, to make them understand our expectations or the vision of learning in our head, we can’t simply show a model and expect it will yield a great and similar outcome. If we show Starry, Starry night to the class, the class will agree it is excellent, but they won’t know why it is excellent. If they students can’t explain why this excellent, if they can’t point to what the artist did to make this excellent, then he/she won’t be able to reach a similar outcome.
Strategy 2 involves getting the students to USE the models of work to “buy into” your vision of learning or your levels of quality. In order to buy into your vision of learning, students must understand what makes a strong sample STRONG and what makes a weak sample WEAK. As educators, we can structure activities that force the students to examine the work to the point where they are determining why the work is strong or weak. Here are some activities that facilitate this: Match the phrase in the rubric to the relevant aspect of the sample workStudents are asked to underline the portion of the rubric that captures the relevant aspect of the work in the provided sampleIf the product is a paper, then students can highlight the portion of the sample paper and the portion of the rubric that are aligned to one another2) Rank the samples according to the rubricThe teacher would provide one example of work per quality level in the rubric (Example: 3 samples- one excellent, one emerging, and one barley there).The students would examine the work and the rubric to determine which quality level describes each sample.Students then justify their opinion with verbiage from the rubric and evidence from the sample work.
Strategy 2 involves getting the students to USE the models of work to “buy into” your vision of learning or your levels of quality. In order to buy into your vision of learning, students must understand what makes a strong sample STRONG and what makes a weak sample WEAK. As educators, we can structure activities that force the students to examine the work to the point where they are determining why the work is strong or weak. Here are some activities that facilitate this: Match the phrase in the rubric to the relevant aspect of the sample workStudents are asked to underline the portion of the rubric that captures the relevant aspect of the work in the provided sampleIf the product is a paper, then students can highlight the portion of the sample paper and the portion of the rubric that are aligned to one another2) Rank the samples according to the rubricThe teacher would provide one example of work per quality level in the rubric (Example: 3 samples- one excellent, one emerging, and one barley there).The students would examine the work and the rubric to determine which quality level describes each sample.Students then justify their opinion with verbiage from the rubric and evidence from the sample work.3) For counseling: watch video, identify & discuss behavior.
Directions:Turn to the third page of your activity packet.Select a context as a table.Write a learning target for this context.Select a strong and weak example of work to shape the student’s continuum of quality as it relates to this learning target.Outline an activity will that will engage the students in determining what makes this sample good or weak.
Directions:Turn to the third page of your activity packet.Select a context as a table.Write a learning target for this context.Select a strong and weak example of work to shape the student’s continuum of quality as it relates to this learning target.Outline an activity will that will engage the students in determining what makes this sample good or weak.
Prior to beginning discussions concerning strategy 3, have participants take a self-assessment concerning their feedback practices.This self-assessment is on pg. 4 of the activity handout.First select a context of your work: Group guidanceGroup CounselingOne on one meetingCollege WorkshopThen, write A for All of the Time, S for Some of the Time, and N for Not Yet for the feedback you provide students in that context.
EFFECTIVE FEEDBACK COMMUNICATES WHAT THE STUDENT DID WELL CONCERNING THE LEARNING TARGET AND HOW THE SUDENT NEEDS TO IMPROVE IN RELATION TO THE LEARNING TARGET
EFFECTIVE FEEDBACK:“maximizes the chances that student achievement will improve as a result” (Chappuis, p. 56)Is about quality notpresenceIs about progress & how to proceed notthe personemphasizes effort notperfection provides opportunity for practice not a summative judgment on what has yet to be practiced5 Characteristics of Effective Feedback:Communicates performance without being evaluative. Creates a relationship between the student/ teacher, student/student and student/learning. It helps students identify where they are now with respect to where they are headed and prompts further learning. Individualizes and customizes learning. Takes place in the classroom.
Feedback should revolve around the learning target.Point out strengths related to the target & provide guidance so the intended learning is achieved.THE TERMS SUCCESS & INTERVENTION AVOID THE ASSOCIATION WITH POSITIVE AND NEGATIVE; THEY SUGGEST THAT MISTAKES ARE OKAY & THERE IS ROOM TO GET BETTERConsider a check plus or check minus what message is being sent by these symbols?
Example:You used a logical strategy of drawing a table to solve this problem. Try converting all your data points to meters and then re-enter them in the table and solve the problem again. SUCCESS WAS USING A TABLE AS PROBLEM SOLVING STRATEGYINTERVENTION IS “TRY” (Suggestion) CONVERTING YOUR DATA POINTS TO COMMON UNITS & THEN SOLVE AGAIN
Circulate while the tables are working on the activities on pgs. 3 & 4 and check answers for each table to PART I.PART I ANSWERSSuccessSuccessInterventionSuccess (This one often tricks people. The success is in the fact that the student corrected her own process.)InterventionSuccess
Reconvene large group to review Part II :Call on tables to offer quality feedback for PART II.Possible ResponsesInstead of Seek assistance:Your grades in English and World History indicate that you are mastering the content on quizzes and tests. Your mathematics quiz and test grades suggest that you are struggling with this material. When will you make an appointment with the teacher to review the material before the next quiz?Instead of Talk to Your Teacher:Try making an appointment with your teacher to discuss potential methods of studying the material.Instead of Keep Studying:Try making flashcards for your unit vocabulary and then practice “quizzing” yourself with these cards for ten minutes each night.Instead of more effort needed:Let’s see what type of still-life you can produce if you …What do you need to do to reach the Excellent & Beyond category on the rubric?
CHARACTERISTIC #2: Effective feedback is provided when there is still time to act on it.Students have to be encouraged to learn, but this means mistakes will occur. You must communicate it is okay to make mistakes.If formative assessments are not graded, then you are sending the message it is okay to make mistakes because you are: 1) providing practice and 2) avoiding punishments via grades for mistakes.There must be time to practice before the work is graded summatively. Once the work is graded, then mistakes truly do count against you.The goal is to provide opportunities for practice that provide feedback to guide improvements prior to making a final judgment of learning.CHARACTERISTIC #3:Quality feedback highlights the student’s success and then attempts to correct misconceptions, partial understanding, or undeveloped skills through interventionist feedback. If a students does not understanding anything, then feedback will not be helpful. You must re-teach.
Overfeed backing is when we provide so much information to the student that we do the thinking for him/her
REMEMBER:All students are differentYour professional judgment is soundGetting a student to improve one thing is a step in the right directionIf a student has to fix many things or their paper is completely filled with marks, the student could interpret their work as wrong, riddled with mistakes, and unlikely to get better…this is where the student could develop harmful feelings regarding their potentialComment on a one thing at a time (limited number)To select which thing to comment on, always consider the learning target- focus the feedback on the learning target
Strategies 5 & 6 work in tandemStrategies 5 & 6 work to answer the question: How do I close the gap in learning?Strategy 5 should be viewed in relation to the question How do I close the learning gap? It encourages the student to focus on the one aspect of the target that he/she has a misconception about, an incomplete understanding, and a partially developed skill.
Strategy 5 = focused instructionInstruction is focused on the aspect of the learning target that each student misunderstands or partially understandsStrategy 6= focused practiceOpportunities to practice the one portion of the learning target that is misunderstood are developed and completedThink about the Name that Strategy Activity we participated in at the beginning of this session. Teaching the student with executive functioning deficiencies the two organizational strategies was the focused instruction- Strategy 5. Charging the student with keeping her binder organized according to these methods for two weeks was the focused practice- Strategy 6.
Today, we have reviewed Strategies 2, 3, and 6 which are each linked to a different formative question.Strategy 2 clarifies the vision for learning (Where I am going) by providing samples of strong and weak work related to the learning target.Strategy 3 helps the student determine Where Am I Now by providing quality feedback which point outs the students success (as it relates to the learning target) and his/her areas to improve upon (as it relates to the learning target).Strategy 6 works in tandem with Strategy 5 to close the learning gap by providing the student focused instruction and focused practice on the aspect of the learning target that he/she doesn’t completely understand.