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Tools for assessment

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Tools for assessment

  1. 1. * Making Classroom Assessment Meaningful
  2. 2. *1. Create a classroom environment that fosterslearning through student goal setting.2. Establish norms that promote peer and selfevaluation to provide evidence of learning3. Involve students in an ongoing dialogue aboutassessment including setting criteria for assessment4. Gather criteria for differentiation through pre-assessment and ongoing formative assessment
  3. 3. * Your contribution matters here today.* Participants always get more out of learning from each others’ experience and guidance than they do from presenters!* We need to be free to take risks, speak honestly, and collaborate meaningfully! *
  4. 4. Making assessment an integral part of daily mathematics is a challenge. It requires planning specific ways to use assignments and discussions to discover what students do and do not understand. It also requires teachers to be prepared to deal with students’ responses. Merely spotting when students are incorrect is relatively easy compared to understanding the reasons behind their errors.Burns 2005, p.31 *
  5. 5. * After reading that passage: Individually: Choose one of the problem/solution graphic organizers at your table. Record one challenge on the problem side When you are done, crumple your paper!!! We will throw our problems away!!! *
  6. 6. *Shifting the BalanceWestern and Northern Canadian Protocol for Collaboration in Education. (2006).
  7. 7. * Concept Attainment Activity: Work with a partner*
  8. 8. Assessment for Learning Assessment of LearningChecks learning to determine what to do next and then Checks what has been learned to date.provides suggestions of what to do –teaching andlearning are indistinguishable from assessment.Is designed to assist educators and students in improving Is designed for the information of those not directlylearning. involved in daily learning and teaching(school administration, parents, school board) in addition to educators and students.Is used continually by providing descriptive feedback. Is presented in a periodic report.Usually uses detailed, specific and descriptive feedback Usually compiles data into a single number, score orin a formal or informal report. mark as a formal report. *Is not reported as part of an achievement grade. Is reported as an achievement grade.Usually focuses on improvement, compared with Usually compares student’s learning either with otherstudent’s “previous best” (self-referenced, making student’s learning or the standard grade level.learning more personal).Involves student. Does not always involve the student. WNCP, 2006
  9. 9. Formative Assessment:Assessment and teaching should be integrated into a wholeOngoing assessment allows teachers to monitor students on a daily basis and modify teaching based on what students need to be successfulImproves our teaching practicesProvides students with timely feedback that they need to make adjustments to their learning. *
  10. 10. Assessment forLearning
  11. 11. *
  12. 12. * http://www.edugains.ca/newsite/aer2/aervid eo/planningassessmentwithinstruction.html
  13. 13. *“I can’t say enough about howimpressed I am by how specificand articulate my students havebecome as a result of settingcriteria, doing reflections andkeeping learning goalsportfolios” * -A high school English Teacher
  14. 14. This is our half way point “check in” with our learning goals of the day1. Create a classroom environment that fosterslearning through student goal setting.2. Establish norms that promote peer and selfevaluation to provide evidence of learning3. Involve students in an ongoing dialogue aboutassessment including setting criteria for assessment4. Gather criteria for differentiation through pre-assessment and ongoing formative assessment
  15. 15. *K-4 10:00*5-8 11:00 *
  16. 16. Modified Jigsaw K-41. You will be given an “expert” team2. Each “expert” team member will be given reading material3. Move to your “expert” group where everyone in the group has the same topic/reading4. Work with members of your “expert” group to read/ learn your material. 20 min to read and preparePrepare a short presentation. On flip chart paper, prepare a non-linguisticrepresentation to accompany and focus your teaching.5. Share to “home” team which in today’s case will be the entire group.5 minutes to present to groupReflections/Comments or Questions
  17. 17. *1. Create a classroom environment that fosterslearning through student goal setting.2. Establish norms that promote peer and selfevaluation to provide evidence of learning3. Involve students in an ongoing dialogue aboutassessment including setting criteria for assessment4. Gather criteria for differentiation throughpreassessment and ongoing formative assessment
  18. 18. Modified Jigsaw 5-81. You will be given an “expert” team2. Each “expert” team member will be given reading material3. Move to your “expert” group where everyone in the group has the same topic/reading4. Work with members of your “expert” group to read/ learn your material. 30 min to read and preparePrepare a short presentation. On flip chart paper, prepare a non-linguisticrepresentation to accompany and focus your teaching.5. Share to “home” team which in today’s case will be the entire group.8 minutes to present to groupReflections/Comments or Questions
  19. 19. *1. Create a classroom environment that fosterslearning through student goal setting.2. Establish norms that promote peer and selfevaluation to provide evidence of learning3. Involve students in an ongoing dialogue aboutassessment including setting criteria for assessment4. Gather criteria for differentiation throughpreassessment and ongoing formative assessment

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