Powerpoint presentation on Evidence-based teaching is one way of utilizing the results of tests administered to students.

1. What is the first thing
that comes to your mind
when you hear the word...

2. EVIDENCE

3. TEACHING

4. EVIDENCE-BASED
TEACHING
*from various sources

5. EVIDENCE-BASED TEACHING...
...is the mark of a GOOD TEACHER.
What makes a good teacher?

7. Seriously now...
What do you KNOW about...
EVIDENCE-BASED TEACHING?

8. What we KNOW

9. What do you WANT to know about...
EVIDENCE-BASED TEACHING?

10. What we WANT to know

11. Objectives
• Define evidence-based teaching
• Explain the importance of evidence-based
teaching
• Describe a) classroom-based assessment and b)
diagnostic teaching
• Discuss the connection of classroom-based
assessment and diagnostic teaching to evidence-
based teaching

12. Outline
• Evidence-based Teaching
• Classroom-based Assessment
– Assessment
– Meaningful Assessment
– Teacher’s Role in Assessment
– Principles of Classroom-based Assessment
• Diagnostic Teaching

13. Evidence-Based Teaching1
Evidence-based teaching is teaching
that both benefits from existing
educational research and from
evidence collected as teaching
unfolds. It is undertaken in the spirit
of inquiry, with the enrichment of
the learning experience as its goal.

15. Let’s think for a while…
Why is evidence-based teaching important?

16. Classroom-Based Assessment2
Assessment is "a systematic process
of gathering information about what
a student knows, is able to do, and is
learning to do."
(Manitoba Education and Training, Reporting on Student Progress and Achievement, 1997.)

17. Classroom-Based Assessment2
Assessment is an integral part of
instruction that enhances,
empowers, and celebrates student
learning.

18. Classroom-Based Assessment2
Meaningful Assessment
Assessment should occur in
authentic contexts that allow
students to demonstrate learning by
performing meaningful tasks.

19. Classroom-Based Assessment2
Meaningful assessment achieves a
purpose and provides clear and
useful information.

20. Classroom-Based Assessment2
It may identify misunderstandings in
student learning, and provide
corrective feedback and direction for
further instruction.

21. Classroom-Based Assessment2
The Teacher’s Role in Assessment
In the classroom, teachers are the
primary assessors of students.

22. Classroom-Based Assessment2
Teachers design assessment tools
with two broad purposes: to collect
information that will inform
classroom instruction, and to
monitor students’ progress towards
achieving learning outcomes and
standards of student performance.

23. Let’s pause…
What is classroom-based assessment?

24. Classroom-Based Assessment
Principles of Classroom-Based Assessment
Classroom-based assessment
provides regular feedback and allows
teachers and students to reflect on
progress and adjust instruction and
learning accordingly.

25. PRINCIPLES OF ASSESSMENT THAT ASSIST LEARNING AND INFORM INSTRUCTION
1. An Integral Part of
Instruction and Learning
2. Continuous and Ongoing 3. Authentic and Meaningful
Language Learning
Processes and Contexts
Assessment . . .
 is meaningful to students
 leads to goal setting
 fosters transfer/integration
with other curricular areas
and application to daily life
 reflects instructional
strategies used
 uses a wide variety of
strategies and tools
 reflects a definite purpose
Assessment . . .
 occurs through all
instructional activities
(observations, responses,
logs)
 occurs systematically over
a period of time
 demonstrates progress
towards achievement of
learning outcomes
Assessment . . .
 focuses on connecting
prior knowledge and new
knowledge (integration of
information)
 focuses on authentic
literacy contexts and tasks
 focuses on application of
strategies for constructing
meaning in new contexts

26. 4. Collaborative and
Reflective Process
5. Multidimensional --
Incorporating a Variety of
Tasks
6. Developmentally and
Culturally Appropriate
Assessment . . .
 encourages meaningful
student involvement and
reflection
 involves parents as
partners
 reaches out to the
community
 focuses on collaborative
review of products and
processes to draw
conclusions
 involves a team approach
Assessment . . .
 uses a variety of authentic
strategies, tasks, and tools
 is completed for a variety of
purposes and audiences
 reflects instructional tasks
Assessment . . .
 is suited to students'
developmental levels
 is sensitive to diverse
social, cultural, and
linguistic backgrounds
 is unbiased

27. 7. Focused on Students'
Strengths
8. Based on How Students
Learn
9. Offer Clear Performance
Targets
Assessment . . .
 identifies what students
can do and are learning to
do
 identifies competencies in
the development of
knowledge, skills and
strategies, and attitudes
 considers preferred
learning styles
 focuses on celebrations of
progress and success
 provides for differentiation
 provides information to
compare a student's
performance with his/her
other performances
Assessment . . .
 uses sound educational
practice based on current
learning theory and brain
research
 fosters development of
metacognition
 considers multiple
intelligences and learning
styles
 uses collaborative and co-
operative strategies
 considers research on the
role of memory in learning
 reflects current models of
language and literacy
learning
Assessment . . .
 encourages student
involvement (setting criteria,
measuring progress,
working towards outcomes
and standards)
 encourages application
beyond the classroom
 provides a basis for goal
setting
 provides students with a
sense of achievement
 provides information that
compares a student's
performance to
predetermined criteria or
standards

28. Let’s pause and ask…
Which principle of classroom-based assessment
is most applied? least applied?
Why?

29. Diagnostic Teaching3
Diagnostic teaching is the “process of
diagnosing student abilities, needs
and objectives and prescribing
requisite learning activities.”
(www.ibe.unesco.org/international/DocServices/Thesaurus/ 00001796.htm)

30. Diagnostic Teaching3
Diagnostic teaching is embedded
within the teachers’ regular
instruction. Through diagnostic
teaching, the teacher monitors the
understanding and performance of
students before, during, and after
teaching the lesson.

31. Diagnostic Teaching3
Diagnostic teaching can inform
teachers of the effectiveness of their
lessons with individuals, small groups
of students, or whole classes,
depending on the instruments used.

32. Diagnostic Teaching3
Within a diagnostic teaching
perspective, assessment and
instruction are interacting and
continuous processes...

33. Diagnostic Teaching3
...with assessment providing
feedback to the teacher on the
efficacy of prior instruction, and new
instruction building on the learning
that students demonstrate.
(Guskey, 2003)

34. Diagnostic Teaching3
Diagnostic teaching requires the
teacher to reflect on the
effectiveness of each lesson so s/he
can make decisions on what and how
to teach next (based on the
information gathered throughout the
lesson).

35. Diagnostic Teaching3
For example, s/he may want to re-
teach the concept/skill/strategy, or
introduce/proceed to the new
lesson.

36. Let’s pause and reflect...
What is easiest to do in diagnostic teaching?
What is the most difficult?
Why?

37. So...
How are classroom-based assessment and
diagnostic teaching connected to evidence-
based teaching?

38. What we LEARNED

39. References:
• 1Retrieved from
http://www.northeastern.edu/learningresearch/
programs/faculty-scholars-program/evidence-
based-teaching/ on13 October 2014
• 2Adapted from
http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-
assess-5to8.html on 13 October 2014
• 3Adapted from
http://www.unesco.org/education/literacy/doc/o
verview.pdf on 13 October 2014