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
Blueprint for the Day
Workplace Apprenticeship Math Workshop
Oct 26 FEC 9:00 am till 4:00 pm
9:00-9:10 Welcome and Gallery Walk
9:10 - 9:40 Group Collaboration: Examine Curriculum, timelines.
9:40 – 10:30 Assessment
Formative Assessment Ideas
10:30 – 10:45 Break
10:45-12:00 Project based learning : Teachers share project ideas,
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
3:20 – 3:30 reflection, next steps?
We contribute thoughtfully and accept
We are solutions focused
We respect others ideas and opinions
We use technology appropriately
On the Job Safety
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
Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education.
word assess comes
from the Latin assidere,
which means to sit
beside. Literally then, to
assess means to sit
beside the learner."
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
Checks what has been learned to date.
Is designed to assist educators and students in
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
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
Comparing Assessment for Learning and student’s learning either with
student’s “previous best” (self-referenced, making other student’s learning or the standard grade
learning more personal). from Ruth Sutton Learn Alberta
Does not always involve the student.
into a whole
and teaching should be integrated
assessment allows teachers to monitor
students on a daily basis and modify teaching
based on what students need to be successful
our teaching practices
students with timely feedback that
they need to make adjustments to their
Assessment for Learning
Informs our practice
Provides information about what students
already know (preassessment), are
learning, and have learned.
What has been learned? What needs to be
Relies on specific,
that relies on criteria
and is focussed on
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?
Make clear to students what they need to
do to improve”: Involving students in
assessment, keeping criteria transparent
Giving descriptive feedback before
Provides information for student goal
Speaks to a growth mindset
Is fundamental to student motivation
Involving Students in Assessment