Module 8 - Assessment & Feedback
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This document discusses assessment in education. It defines assessment as the process of gathering purposeful and systematic measurements to document and improve student learning and teaching. Assessment is important as it helps students learn, teachers improve, and administrators and policymakers evaluate programs. There are different types of assessment, including formative assessment, which is used to provide feedback and adjust instruction, and summative assessment, which evaluates learning at the end of a period of instruction. The document focuses on formative assessment and the role of feedback in improving student learning.
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The document outlines the training, development, and compensation management process for an organization. It discusses reviewing objectives, evaluating resources, needs assessment, and prioritizing activities. A variety of on-the-job and off-the-job training methods are listed, including lectures, simulations, coaching, and workshops. The goals are to provide motivation, enable participation, assess performance using feedback, and focus on technical and behavioral skills development.
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The document provides 8 steps to academic success: 1) Set goals, 2) Have a positive attitude, 3) Manage your time, 4) Read textbooks and course readings, 5) Attend lectures, 6) Record lecture notes, 7) Prepare for exams, and 8) Seek help from instructors when needed. It emphasizes the importance of time management, active reading and note-taking, as well as preparing thoroughly for exams to achieve academic success.
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The document discusses formative evaluation and revising instructional materials based on evaluation data. It describes collecting data from learners through observations, assessments, questionnaires and comments. The data is summarized to identify weaknesses in the materials and difficulties learners had in achieving objectives. Revisions are then made to instructional strategies, objectives, content and procedures based on the evaluation findings to improve the effectiveness of the materials.
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The document discusses the ADDIE model for systematic teaching design. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. In the analysis phase, teachers analyze students, the learning environment, teaching content and outcomes. In the design phase, teachers form objectives and choose teaching strategies. In the development phase, teachers prepare teaching materials. In the implementation phase, teaching takes place. In the evaluation phase, formative and summative evaluations are conducted to improve the teaching process.
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The document discusses the ADDIE model for systematic teaching design. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. In the analysis phase, teachers analyze students, the learning environment, teaching content and outcomes. In the design phase, teachers form objectives and choose teaching strategies. In the development phase, teachers prepare teaching materials. In the implementation phase, teaching takes place. In the evaluation phase, formative and summative evaluations are conducted to improve the teaching process.
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This document defines poetry and discusses elements and forms of poetry. It provides evaluation criteria for children's poetry, including whether the rhythm, rhyme, imagery, and figurative language reinforce the meaning. It discusses how children's poetry should reflect real emotions of childhood. The document also lists award-winning poets and their books/poems as examples.
Points to ponder Traditional Literature
Traditional literature includes folktales, fables, myths, and epics that are passed down orally between generations. These stories help explain the world to primitive minds and become polished as they are retold. Types of folktales include cumulative tales where details build to a climax, beast tales where animals act like humans, and pourquoi tales that explain natural phenomena. Traditional stories appeal to children's imagination and sense of justice while exposing them to different cultures. Qualities like a simple plot, engaging language, cultural accuracy, and emergence of a theme determine the value of these works.
Picturebook Illustration Styles
This document discusses children's literature and picture books. It defines different parts of books like the cover, spine, and endpapers. It describes the format of picture books and how illustrations are used to convey meaning. Several styles of illustrations are outlined, including realism, impressionism, expressionism, surrealism, naive art, and cartoons. Each style is defined by its artistic characteristics and examples are given of works from art history and children's books that demonstrate each style.
Picturebooks format & media
This document discusses children's literature and the parts of books. It describes different formats for picture books, including their size, covers, and endpapers. The document also outlines various media that can be used for illustrations, such as print, collage, paints, watercolor, gouache, and scratchboard. Examples are provided for each media type from popular children's books. The overall purpose is to identify components of books and illustrate types of illustrations.
Points to ponder nf
Nonfiction encompasses a wide variety of informative books beyond textbooks and encyclopedias, including biographies, histories, true stories, science books, and more. These books can be as engaging as fiction. Two major awards that honor excellence in children's and young adult nonfiction are the Orbis Pictus Award and the Robert F. Sibert Informational Book Award. When evaluating nonfiction works, factors to consider include accuracy, content and perspective, writing style, organization, and visual presentation such as illustrations. Nonfiction comes in many forms, from concept books to photographic essays to identification guides. Features like tables of contents, indexes, and sidebars can enhance accessibility. Award-winning examples demonstrate the power of non
Points to ponder literature across the curriculum(1)
This document outlines the purposes and components of a literature-based curriculum. It discusses using literature to build critical skills, develop literary appreciation, and foster a love of reading. Components include establishing a classroom library and reading culture, using read alouds, literature circles, and student writing. The curriculum also connects literature to other subjects through visual arts, drama, and exploring genres and time periods. Considerations for planning include ensuring access to books, allocating time for reading and discussion, motivating student interest, and evaluating growth in students and teachers.
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Use the Points to Ponder document found below to guide your reading and focus on the major points in the chapter.
Points to ponder biography
This document defines and discusses biography as a genre of nonfiction. It notes that biography can be either authentic, focusing on well-documented facts, or fictionalized, where the author takes artistic license. The types of biography are then outlined, including picturebook, graphic, simplified, partial, complete, and collective biographies as well as autobiography and memoir. Criteria for evaluating biographies are presented, such as the subject's significance, accuracy of research, readable style, multidimensional characterization, and avoiding oversimplification. Finally, brief descriptions of three quality biographical picture books are provided as examples.
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This document defines historical fiction as realistic stories set in the past that weave fictional stories around actual historical events and people. It discusses the values of historical fiction, such as helping children experience and understand the past, see human interdependence, and develop perspective on contemporary issues. The document provides evaluation criteria for historical fiction, such as whether the story is engaging, accurate, authentic, and reflective of the time period. It lists accurate background details, appropriate language, and insight into modern problems as important. Finally, it briefly summarizes three quality examples of historical fiction books.
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The document describes a learning pathway model used to individualize instruction for students. Key aspects include:
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3) Teachers provide coaching and support to students as they work through modules. Whole or small group instruction is used if multiple students struggle with a concept.
4) Students track their progress on learning pathway sheets and take assessments after mastering modules. Scores are recorded for data tracking.
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This document discusses the TAP indicator of Presenting Instructional Content. It describes how this indicator addresses a teacher's method of teaching content within a lesson, specifically their use of visuals, clear communication of expectations, and logical sequencing. The use of visuals, examples, illustrations, analogies and labels are important tools for introducing new concepts and can help students master skills more efficiently. However, all of these may not be necessary in every lesson. Presentation of content should include visuals that set the purpose and structure, examples to explain new ideas, modeling by the teacher, and concise yet complete communication in a logical order.
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The document discusses the NIET indicator "Thinking" and the PL Framework indicator "Designing/Monitoring". It defines the four types of thinking encompassed by the NIET indicator: analytical, practical, creative, and research-based. It also discusses how modeling, metacognitive reflection, and thinking aloud can be used to teach thinking. Finally, it asks how designing/monitoring can support student thinking and ensure students are thinking, emphasizing that this process is important for learning.
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The document describes Novel Engineering, a process where students identify problems in novels and design solutions. Students first analyze the novel to identify a problem, then collaborate to design a solution which they engineer and test. The process impacts higher-level thinking and adds rigor through peer collaboration. It involves 6 steps: 1) identifying a problem in the novel, 2) creating an empathy map, 3) sketching a solution, 4) peer reviewing and revising the sketch, 5) building and testing the solution, and 6) presenting. Content areas like reading, math, and science can be integrated. Standards are used to guide development and data is collected to assess student learning. Templates and rubrics provide guidance and structure for students.
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The document discusses the NIET indicator "Instructional Plans" which evaluates if lesson plans have goals aligned to state standards, activities/materials/assessments that build on prior knowledge and provide time for student work. It also discusses incorporating individual student needs. A model lesson plan template is shown that includes instructional input, assessment, and differentiation. The document asks how the NIET indicator relates to designing instruction and considering student needs.
Questioning NIET Quick View
This indicator focuses on questioning as a key aspect of instruction. Effective questioning involves varying the types of questions asked, such as knowledge, comprehension, application, analysis, creation and evaluation. Questions should be purposeful, coherent and sequenced to instructional goals. The frequency of questions and wait time after questions are also important. Strategically selecting students to respond can maximize engagement and learning for all students. Planning questioning is important to enhance learning and meet objectives.
Standards and Objectives
This document provides guidance on the NIET indicator of standards and objectives. It defines the indicator and aligns it with the PL framework indicator of analyzing. It unpacks the descriptors of the standards and objectives indicator, explaining what it means to communicate standards and what evidence of mastery looks like. It also provides questions to consider for reviewing past learning, identifying sub-objectives, and making the objective relevant to students. Finally, it discusses how the indicator of analyzing supports aligning to state standards and objectives and considers other factors in the PL framework.
Managing Student Behavior?
This document discusses managing student behavior in the classroom. It explains that effective behavior management is critical for instruction. It outlines descriptors from the NIET rubric for the indicator "Managing Student Behavior" which focus on establishing clear rules for learning and behavior, using techniques and consequences to maintain order, and addressing disruptions. The document provides essential elements for managing behavior like setting expectations, developing rules with students, supporting actions, addressing issues promptly, and using reinforcement.
Activities and Materials Condensed
This module introduces the TAP indicator of Activities and Materials (A&M) which addresses the variety and appropriateness of activities and materials chosen by teachers. Effective A&M support lesson objectives, engage different learning styles, and relate to student needs/interests. The TAP rubric descriptors for A&M are categorized into content-related, student-centered, and materials descriptors. Teachers should design A&M that fulfill these descriptors to different levels of proficiency.
Academic feedback condense
This document discusses the indicator "Academic Feedback" from the NIET rubric. It defines Academic Feedback as how teachers respond to student comments and questions in a way that supports learning, rather than just informing them if their response is correct. It also addresses how teachers use student feedback to adjust their instruction. Descriptors for proficient Academic Feedback include oral and written feedback being frequent and high-quality, as well as feedback being given during guided practice and homework review with teachers circulating to support student engagement and monitor work. Feedback from students is also sometimes used to adjust instruction.
A final look at content area literacy
This document provides an overview of content area literacy and strategies for integrating literacy into content area instruction. It discusses the "fourth grade slump" where reading demands increase in upper elementary grades. It emphasizes exposing students to real-world, meaningful texts and experiences to develop lifelong reading habits. The document also describes how teachers can implement reading and writing workshops to incorporate fiction and nonfiction texts into literacy instruction while teaching specific comprehension strategies. It provides an example of a typical workshop structure in a 2nd grade classroom and highlights the importance of assessment to guide instruction. Finally, it lists several strategies and considerations for effectively teaching content area literacy.
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Module 8 - Assessment & Feedback
- 1. ASSESSMENT & FEEDBACK MODULE 8 EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING
- 2. WHAT IS ASSESSMENT? EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING Assessment is the shared process of gathering purposeful and systematic measurement for documentation, reflection, and improvement of both student learning and teaching practices.
- 3. WHY IS ASSESSMENT IMPORTANT? EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING Assessment helps students learn, teachers improve instruction, administrators decide how to allocate resources, and policymakers evaluate the efficacy of education programs.
- 4. TYPES OF ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING Formative Summative Other types… • Diagnostic • Performance • Individual or group projects • Portfolios • Student logs • Journals
- 5. FORMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING Process of gathering evidence of student learning Providing feedback Adjusting instruction strategies to enhance achievement Learners can change behaviors e.g., discussion, quiz, etc.
- 6. FORMATIVE ASSESSMENT (cont.) EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING Formative assessment is a continuing circular process Teacher-student interaction Students’ self-assessment Attributions for success Gather evidence of learning Evaluate evidence Provide feedbackAdjust instruction
- 7. FORMATIVE ASSESSMENT (cont.) EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING INFORMAL FORMAL Observation Discussion Questioning Quizzes Worksheets Spontaneous Immediate feedback Instructional adjustments Planned activity Specific sequence of activities Pre-assessments
- 8. FORMAL FORMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING 1. Structured exercises 2. Pretests 3. Homework 4. In class assignments 5. Quizzes and unit tests 6. Classroom response systems
- 9. FEEDBACK IN FORMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING 1. Goal-directed 2. Scaffolded 3. Self-referenced 4. Standards-referenced 5. Norm-referenced 1. Amount 2. Timing 3. Mode 4. Audience 5. Type of task TYPES NATURE
- 10. EFFECTIVE FORMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING 1. Relates performance to standards 2. Relates performance to instructional strategies 3. Indicates progress 4. Indicates corrective action 5. Specific 6. Focuses on errors 7. Focuses on effort attributions
- 11. ENSURING MASTERY LEARNING EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING Instructional adjustments after formative assessment 1. Further reading 2. Individual tutoring 3. Peer tutoring 4. Group work 5. Questioning 6. Worksheets 7. Clarifying criteria 8. Modeling 9. Changing sequence 10. Online exploration 11. Concept mapping
- 12. SUMMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING End of a large chunk of learning Review what you want to do Criteria for ensuring high quality assessments Representative sampling e.g., standardized testing, final exams, major cumulative projects, research projects, etc.
- 13. PREP FOR SUMMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING 1. Assessment taking skills a. Test length (time management) b. Formatting (organization) c. Types of questions (test analysis) d. Review (quality assurance) e. Anxiety (practice)
- 14. CONDUCT SUMMATIVE ASSESSMENT EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING When to Schedule When to Create Assessment Directions Arrange Items Physical Layout
- 15. ASSESSMENT QUESTION TYPES EDEL 3300 INTRODUCTIONTOTEACHING – PERSONALIZED LEARNING 1. Multiple choice 2. Matching and sequencing 3. True-False/Yes-No 4. Factual short answer/Fill-ins 5. Higher order short answer 6. Short or long essay 7. ETC.?