The document discusses formative assessment and its importance in education. It provides 3 key strategies for formative assessment: 1) using learning intentions and success criteria to define expectations for students; 2) designing activities to elicit evidence of student learning; and 3) providing feedback to move learning forward. The document emphasizes that formative assessment should be ongoing, ungraded, and focused on giving descriptive feedback to help students improve rather than evaluative feedback or grades. When implemented effectively with feedback, formative assessment can substantially improve student achievement.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
"Imagination is more important than knowledge, for imagination embraces the world, and most people spend more time and energy going around problems than in trying to solve them.” - Henry Ford
Much of the thinking done in formal education emphasizes the skills of analysis-teaching students how to understand, follow or create a logical argument, figure out the answer, eliminate the incorrect paths and focus on the correct one. However, there is another kind of thinking, one that focuses on exploring ideas, generating possibilities, looking for many right answers rather than just one. Both of these kinds of thinking are vital to a successful working life, which is none other than Critical Thinking.
Stephanie Cooper - Genuine Curiosity - Conversations for ChangeAgileNZ Conference
People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
Similar to Formative Assessment - Bear Creek Elementary August 28th, 2013 (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Group Presentation 2 Economics.Ariana Buscigliopptx
Formative Assessment - Bear Creek Elementary August 28th, 2013
1.
2.
3. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark
4. Learning Intentions
• I can find evidence of current
assessment research in my own
practice.
• I can become curious about
something in the research I want
to inquire further into.
• I can outline the key principles of
formative assessment and
articulate what that looks like in
practice.
8. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with
whatever intelligence they have because it
can’t be increased.
They resist novel challenges if they can’t
succeed immediately.
They’d rather not try than be perceived as
dumb.
9. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built
through life.
See working harder as a way to improve.
They persist and try a wide variety of solutions
when given novel tasks.
12. How is the science
of learning
connected to
assessment?
13. “Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, my
values, and my beliefs about teaching and
learning.” - Matt Rosati
14. Inside the Black Box: Raising
Standards Through Classroom
Assessment
15. When carried out effectively, informal
classroom assessment
with constructive feedback will raise
levels of attainment.
We know from research that effective
assessment for learning can
Improve student achievement
substantially, and helps low achievers the
most.
Source: Black and William, Inside the Black Box 1998
16. The effect sizes, that is the student gains in
learning triggered by formative assessment,
were among the largest ever reported for
educational interventions.
Source: Black and William, Inside the Black Box 1998
18. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
19. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
21. Learning Intentions
I can statements…
try and use child
friendly language
separate from the
activity instructions
make it visible
discuss with students
why they are learning it
28. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
33. Social Studies 9: Final Project
Enduring Understandings Learning Intentions Essential Questions
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others
and also as part of a homogenous
group.
I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Colonialism exploits natural resources.
Early contact allowed for an
exchange of technologies and
goods.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
Present day institutions are based in
the past.
Institutions and ideas are rooted in
historical struggles / accomplishments
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
People are generally capable of
improving themselves and their lives.
As ideas of around rights develop
people are more likely to attempt to
fight for those rights in the form of
armed revolts.
Science is used to uncover / discover
the natural of human behaviour.
I can analyse the ideas of the
Enlightenment thinkers and speculate
how their ideas can contribute to
revolution and conflict.
Are rules necessary for civilized
societies to exist?
Are people generally good or bad?
Change in history is often rooted in
violence.
The average citizen in society has a
powerful voice.
I can analyse the factors that
contribute to revolution and conflict.
I can analyse the contribution of the
American, English and French
Revolutions in the development of
democratic concepts.
What constitutes a Rebellious Act?
Do people have the right to rebel
against a government they don’t like?
What are the roots of democracy?
When is democracy actually
democratic?
Does democracy exist?
Is democracy realistically attainable?
Is democracy necessary to ensure the
rights of people are upheld?
How much violence is justified in
securing a better future?
35. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
40. The Latin root word for assessment is
"assidere" which means to sit beside.
41. Types of Feedback
Evaluative – communicates a
judgment made by the teacher
Descriptive – describes what the
student did or can do next time
in a way that makes the student
more competent and more
42. What to comment
on…
- the focus of the assignment
- a pattern of errors
- the thing that is most holding
the student back in their
learning
43. Then What?
Students must be given the opportunity to
apply the feedback by trying again.
Source: Black and Wiliam. Inside the Black Box, 1998
Feedback should be more work for the
recipient than the donor.
Source: Wiliam. Embedded Formative Assessment, 2011
44. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
47. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
51. Portfolio Collection
Criteria for Selection Samples of Work
Process: Choose an assignment that
had a number of steps you had to
complete in order to be successful.
Improvement: These assignments
should clearly show improvement in
some area of your learning. You may
wish to compare two assignments.
Perseverance: These are assignments
that at first you found difficult but
worked hard at, without giving up,
and eventually were successful.
Risk Taking: These are assignments
in which you moved out of your
comfort zone and tried something new
or unexpected.
Favourite: These are your favourite
assignments you completed in this
period of time.
Something of Personal
Significance: These are any
assignments that are significant to you
in anyway.
Burn it: This is an assignment that
you wish you could burn and never
look at again.
52. Student Reflection Sheet
Assignment Title: Date:
The attached evidence is (ex. first draft, outline, notes, brainstorming, reflection,
WIN, project, reading log etc.):
This piece of work shows:
___ a process
___ improvement
___ perseverance
___ risk taking
___ one of my favourites
___ something of personal significance
___ something to burn!
How does this piece of work meet the criteria?
Two or three reasons I chose to highlight this piece in my portfolio are:
Some things I learned by completing this assignment are:
If I were to do this assignment again I would:
53. Formative
Assessment for Learning
Ongoing
To determine learning
needs
Ungraded and Descriptive
Feedback (uses words)
Provides feedback to
students and teacher
to promote learning
Summative
Assessment of Learning
Occurs at the end of a
learning progression
Graded to determine
achievement level
and for reporting
Evaluative
Levels or Marks
55. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)
63. “We know that sustained, collaborative,
inquiry based professional development
can help teachers develop new
understandings and approaches.”
64. Grade wide, interdisciplinary teaching
teams working on shared goals can make
a significant difference in student
learning.
65.
66. Teaching is not rocket science. It is, in
fact, far more complex and demanding
work than rocket science.
- Richard Elmore (Professor of Education Leadership at Harvard
Graduate School of Education)
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
My students haven’t seen a number yet.
Practice with out penalty.Descriptive feedback related to agreed upon criteria / performance standards.Raises level of student attainment, and helps struggling students the most.