Teach to Students Not to Tests
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5 principles of formative assessment and how you can use Edulastic in your classroom to better understand what your students know and don't know.
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- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
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The document discusses different types of assessment including formative and summative assessments. It provides examples of formative assessments like journals, quizzes, and portfolios that are used during instruction. Summative assessments are given after learning is completed, like exams. The document also discusses using rubrics for assessment, which describe performance expectations. Rubrics can be holistic or analytic and have benefits for both instructors and students. Steps for developing effective rubrics are outlined.
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- Developing a question bank involves planning, collecting questions, validating questions through analysis, and storing questions for future use in assessments.
- A question bank has several uses, including aiding instruction, preparing study materials, evaluating student progress, and setting exam papers.
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1. Formative assessment is key to raising student achievement by providing feedback to teachers and students to modify teaching and learning activities.
2. There are five key strategies of formative assessment: sharing learning expectations; questioning; feedback; self-assessment; and peer assessment.
3. These strategies include clarifying learning targets, using effective questioning techniques, and providing feedback that helps students improve.
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Good teachers identify learning difficulties by carefully observing students and analyzing results from quizzes and exams. This allows teachers to address weak areas before issues become more complex. Teachers determine the least mastered skills that students performed 34% or more below on through an item analysis. Identifying these least mastered skills helps teachers improve student performance through integration, reinforcement, and remediation of the deficient competencies.
Differentiated instruction-presentation-1216687967236588-9 (1)
The document discusses Direct Instruction, a teaching model that focuses on systematic, scripted, teacher-centered instruction. It emphasizes mastery of subject matter through explicit instruction, guided practice, independent practice, and assessment. The key components of a Direct Instruction lesson are presentation of new content, practice with content, and monitoring of student understanding through cues, prompts, and feedback. Overall, Direct Instruction prioritizes teacher-led instruction, assessment of student learning, and structured lessons to ensure student success.
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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.
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This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
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The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
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This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
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Question bank ppt
This document describes the purpose and process of creating a question bank. It defines a question bank as a planned library of test items designed to assess predetermined objectives. The key points are:
- A question bank aims to improve the teaching and evaluation processes by providing a pool of validated questions that cover the entire curriculum.
- Developing a question bank involves planning, collecting questions, validating questions through analysis, and storing questions for future use in assessments.
- A question bank has several uses, including aiding instruction, preparing study materials, evaluating student progress, and setting exam papers.
Assessing students and giving feedback
The document discusses various methods for assessing students, including formative and summative assessment. It describes tools for direct observation, rubrics, and portfolios that can be used to assess students. Direct observation allows for authentic assessment in clinical settings but has issues with standardization. Rubrics provide guidance to learners on improving and reinforce learning outcomes. Portfolios demonstrate competencies through case histories and other materials. The document emphasizes choosing an appropriate assessment method and providing effective feedback to improve learner performance.
Purposes and uses of evaluation
Evaluation serves several key purposes: 1) Accountability to ensure funds are properly spent and activities carried out as planned, 2) Development to measure success, identify improvements, and select effective actions, and 3) Research to build an evidence base and identify cost-effective solutions that can inform policies. Evaluation provides essential information for all stakeholders and helps maximize impact.
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This document discusses concepts and principles of evaluation in education. It defines evaluation as a process of making judgements to establish goals, collect evidence of progress, make assessments, and revise procedures and goals based on those assessments. Evaluation is used to improve outcomes, processes, and goals. Formative evaluation refers to assessment during a program to identify progress and make improvements, while summative evaluation examines final effects and outcomes. The document outlines various evaluation types, purposes, characteristics, and models to systematically collect and analyze information to determine how well students are achieving educational objectives.
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The document outlines steps for implementing student self-assessment, including using data walls to provide students feedback on their progress, having students track their own exit ticket and test data to monitor performance over time, and setting SMART goals for improvement based on analysis of their performance data. Key aspects of the process include making assessment data visible and explicit to students, providing regular opportunities for students to review and discuss their performance with teachers and peers, and establishing a cycle where students set goals, track subsequent performance, and reset goals based on results.
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The document discusses principles for effective grading and reporting of student progress. It emphasizes that grading should provide clarity, reflect growth over time, and recognize performance above expectations. Grades should be based on specific skills and content rather than comparisons to peers. The reporting system uses ratings of "still emerging," "meeting," and "exceeding" expectations rather than numbers. Family conferences involve students sharing work with families to discuss strengths and challenges. The goal is a holistic understanding of the student's learning experience.
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1. Formative assessment is key to raising student achievement by providing feedback to teachers and students to modify teaching and learning activities.
2. There are five key strategies of formative assessment: sharing learning expectations; questioning; feedback; self-assessment; and peer assessment.
3. These strategies include clarifying learning targets, using effective questioning techniques, and providing feedback that helps students improve.
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FORMATIVE ASSESSMENT
Formative assessment is any method of collecting evidence from students that is used to improve teaching and learning. It is timely and iterative; and can be immediate or planned. Formative assessment is a three-step process by which evidence is collected, interpreted and used.
See Assessment of Student Achievement and Progress Foundation to 10 for definitions of ‘formative assessment’ and ‘summative assessment’.
Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. This helps to identify the actual learning level against the Victorian Curriculum F-10 achievement standards of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next. Best practice formative assessment is embedded in the curriculum program and teachers’ units of work/learning sequences. It helps students and teachers identify students’ strengths and target areas that may need additional work – measured against the Victorian Curriculum F-10 achievement standards – and to set learning goals in the classroom.
Key questions
• Where is the student currently at in their learning along the Victorian Curriculum F-10 learning continuum for each curriculum area?
• What does the student need to do to achieve this learning?
• How can the assessment information be used to influence student goal setting and lesson planning for improved student learning outcomes?
• How will the teacher and student know that they have learned it?
FORMATIVE ASSESSMENT
Formative assessment is any method of collecting evidence from students that is used to improve teaching and learning. It is timely and iterative; and can be immediate or planned. Formative assessment is a three-step process by which evidence is collected, interpreted and used.
See Assessment of Student Achievement and Progress Foundation to 10 for definitions of ‘formative assessment’ and ‘summative assessment’.
Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. This helps to identify the actual learning level against the Victorian Curriculum F-10 achievement standards of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next. Best practice formative assessment is embedded in the curriculum program and teachers’ units of work/learning sequences. It helps students and teachers identify students’ strengths and target areas that may need additional work – measured against the Victorian Curriculum F-10 achievement standards – and to set learning goals in the classroom.
Key questions
• Where is the student currently at in their learning along the Victorian Curriculum F-10 learning continuum for each curriculum area?
• What does the student need to do to achieve this learning?
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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.
Assessment & Evaluation
This document discusses assessment, evaluation, and measurement in education. It defines assessment as a process of gathering information to monitor student progress and make educational decisions. The objectives of educational assessment are to prepare students for competency-based learning and assessment and to use assessment to improve the teaching-learning process. Assessment provides formative and summative feedback to students and teachers. Evaluation passes judgment based on standards, while measurement determines attributes. The purpose of assessment is to identify student strengths and weaknesses, motivate learning, provide feedback, and ensure standards are met. It also helps teachers evaluate how effectively they are teaching their students.
Unit 7 HIGHER EDUCATION CODE 8625
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring student knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate student learning. There are three main types of assessment: diagnostic to identify gaps, formative to provide feedback during learning, and summative to evaluate learning after instruction. Together, assessment links course content, teaching methods and skill development.
ASSESSMENT IN HIGHER EDUCATION-8625
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
Types Of Assessment
This document discusses assessment in education, including the key concepts of formative and summative assessment. Formative assessment occurs throughout a course to gauge student learning and allow teachers to adapt their teaching, while summative assessment takes place at the end to evaluate learning. The document also covers involving learners in the assessment process, using various assessment methods like observations and examinations, and the importance of keeping assessment records.
Online Course Assessment Part 1
The document summarizes key points from a presentation on designing online course assessments. It discusses foundations of online assessment including validity, reliability, and alignment. It also covers developing assessments, such as specifying objectives, selecting appropriate assessment types, and ensuring alignment between objectives, activities and assessments. Finally, it addresses creating an assessment toolkit, including choosing appropriate tools, criteria, and ensuring privacy compliance.
Classroom assessment powerpoint ch.2 and 3
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.
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Teach to Students Not to Tests
- 1. Teach to Students, Not to Tests
- 2. Assessment
- 3. Assess [uh-ses] – to determine the amount of (student understanding, etc.)
- 4. Goal: Improved Learning Outcomes Appropriate Instruction Formative Assessments Data & Insights
- 5. What are Formative Assessments?
- 6. Assessment for learning Formative Assessments check for understanding along the way and guide teacher decision making about future instruction. They also provide feedback to students so they can improve their performance.
- 9. 5 Principles of Formative Assessment
- 11. Continuous
- 12. Continuous Integrate assessment into the total learning process Assess Differentiated Instruction Interim AssessmentRemediate Differentiated Practice
- 14. Low-stakes What people think success look like What success actually looks like
- 16. Actionable Use assessment data to address gaps and differentiate instruction • Reteach material • Provide more opportunities to practice • Pair students based on skills
- 18. Short Some easy techniques: • Exit tickets • Pair & share • What do you still need to know? • Rate understanding • Edulastic quick quizzes 53 more at Edutopia.org
- 20. Soon Immediate feedback and student reflection key Definitely get it Don’t get it Get some of it
- 21. Formative Assessments with Edulastic
- 22. Assign Track How it works Complete
- 23. • 29+ technology enhanced question types • Create your own or build on those from other teachers • Share just within your school or district • Organized by CC standard • Assign to individual or class Create assignments
- 24. • Works on any internet device • Student can see scores and correct answers immediately • Give personalized feedback to each student • ScratchPad allows students to show their work Students complete assessments
- 25. • Save time with automatic scoring of assignments • Gain real-time insight into student proficiency • Tracy mastery at student or whole-class level • Easy to read graphs Track student mastery