Workplace and apprenticeship workshop ppt


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  • Cindy 1 minuteFist to FiveParticipants participate in formative assessment.
  • Susan: This is a very valuable source. Read this to begin your journey to understanding assessment
  • IF time, rewrite one of the Assessment for learning descriptors as a goal statement. Model this: I will research and provide more quality descriptive feedback.
  • We are shifting the focus of assessment as something that is done TO students to something that is done FOR students
  • 2 minutes“assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learning outcomes” (AAC)Key points:Improving formative assessment practices raises student achievement levelsImproved formative assessment practices helps low achievers moreNOT used for grading purposesPosted criteriaModels, samples, exemplars
  • Student goal setting, self monitoring and self efficacy are integral to student motivationProviding feedback, responsive teaching, student self assessment, student goal setting are high impact instructional strategiesAssessment does not take time from instruction: Assessment is instructionMore student talk about mathematics, less teacher talkAll of this involves careful community building in our class. It involves rich connections with students which is the foundation of teaching.
  • Check for a note under your chair!
  • Link to converting Rubric to percent
  • Andrea: 2 minutesObservations: Checklists, problem solving group work, presentations, reading skills, listening and speaking skills, digital portfoliosConversations: Peer feedback, student-teacher conferences, math journals, self assessments, digital portfoliosProducts: Notebooks, reader response journals, projects, graphs, writing portfolios, digital portfolios, examsNote the link to Natalie Rieger’s assessment booklets on the wikiEvidence collected needs to be reliable and valid
  • Workplace and apprenticeship workshop ppt

    1. 1. Blueprint for the Day                     Workplace Apprenticeship Math Workshop Oct 26 FEC 9:00 am till 4:00 pm Agenda: 9:00-9:10 Welcome and Gallery Walk 9:10 - 9:40 Group Collaboration: Examine Curriculum, timelines. 9:40 – 10:30 Assessment Assessment overview Criteria Rubrics Formative Assessment Ideas 10:30 – 10:45 Break 10:45-12:00 Project based learning : Teachers share project ideas, experiences, resources 12:00-1:00 Lunch (option to take half hour and finish early?) 12:30 – 1:10 “Let’s Get Rollin’” RollingCup Activity Lisa Eberharter 1:10 – 2:30 Web resources exploration 2:30 – 2:45 Break 2:45 – 3:10 Inside outside circle: Tips, tricks, lesson share 3:10-3:20 Bulldozers! 3:20 – 3:30 reflection, next steps?
    2. 2. We contribute thoughtfully and accept ideas respectfully  We are solutions focused  We respect others ideas and opinions  We use technology appropriately  On the Job Safety
    3. 3. Gallery Walk
    4. 4. Assessment
    5. 5. How well do I understand assessment?
    6. 6. 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
    7. 7. Shifting the Balance Western and Northern Canadian Protocol for Collaboration in Education. (2006).
    8. 8.  "The word assess comes from the Latin assidere, which means to sit beside. Literally then, to assess means to sit beside the learner."
    9. 9. Assessment for Learning Assessment of Learning Checks learning to determine what to do next and then provides suggestions of what to do –teaching and learning are indistinguishable from assessment. Checks what has been learned to date. Is designed to assist educators and students in improving learning. Is designed for the information of those not directly 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 in a formal or informal report. Usually compiles data into a single number, score or 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 Comparing Assessment for Learning and student’s learning either with Assessment of student’s “previous best” (self-referenced, making other student’s learning or the standard grade Learning Adapted learning more personal). from Ruth Sutton Learn Alberta level. Involves student. Does not always involve the student. WNCP, 2006
    10. 10. Formative Assessment:  Assessment into a whole and teaching should be integrated  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. Assessment for Learning
    11. 11. Formative Assessment Informs our practice  Provides information about what students already know (preassessment), are learning, and have learned.  What has been learned? What needs to be learned?  Relies on specific, descriptive feedback that relies on criteria and is focussed on improvement.
    12. 12. Why Do We Assess Students? To help us understand whether students achieved the outcome  To help students understand whether they achieved the outcome  To make clear to students what they need to do to improve  To inform our practice. What do we need to do so that each student achieves? 
    13. 13.      Make clear to students what they need to do to improve”: Involving students in assessment, keeping criteria transparent Giving descriptive feedback before summative assessment. Provides information for student goal setting Speaks to a growth mindset Is fundamental to student motivation Involving Students in Assessment
    14. 14. Game Break!
    15. 15. Students can hit any target they can see and that doesn’t move -Anne Davies co-constructing criteria in math class
    16. 16. Post Assessment Criteria
    17. 17. Assessment Evidence Observations Conversations Products
    18. 18. Break!!! Effect Size Game
    19. 19. What is effect size?
    20. 20. Projects and Ideas Share Time till 12:00
    21. 21. 12:00 lunch 12:30 Rolling Cup Activity 1:10 Web Resource Exploration 1:50 Share Learnings 2:20 BREAK!!
    22. 22. 2:30 Charlotte Raine, SSLA 2:45 Tips, Tricks, and Lesson Share 3:10 Bulldozers! 3:20 Exit Slip