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As you come in please sign in, take a sticky dot, mark the dot with a symbol of any kind, and place where you are on the Road to using Informal Assessment. I Have It !. Often. Rarely Ever. Sometimes. Informal Assessment. Khris Henderson 348-7288 [email protected]

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Presentation Transcript
slide1

As you come in please sign in, take a sticky dot, mark the dot with a symbol of any kind, and place where you are on the Road to using Informal Assessment.

I Have It !

Often

Rarely Ever

Sometimes

informal assessment

Informal Assessment

Khris Henderson

348-7288

[email protected]

Patty Oliphant

348-5193

[email protected]

learning outcomes
Learning Outcomes
  • Self Reflection/assessment on personal awareness of informal assessment.
  • Compare and contrast informal, formal, formative, and summative assessments
  • Read and discuss current research about informal assessment
  • Experience a model math lesson that embeds informal assessment data collection
  • Create Higher order effective questions
  • Plan and create an informal assessment tool for a math lesson/game specific to your grade level.
the word assess
The word ‘assess’

Comes from the Latin verb ‘assidere’ meaning ‘to sit with’.

Adapted from the Ministry of Education

what are summative and formative assessments
What are summative and formative assessments?

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Adapted from the Ministry of Education

slide7

Formative assessment, is the equivalent of feeding and watering the plants appropriate to their needs.

Adapted from the Ministry of Education

slide8

Formative and summative assessment are interconnected. They seldom stand alone in construction or effect.

The majority of genuine formative assessment is informal, with interactive and timely feedback and response.

It is extensively and empirically argued that formative assessment has the greatest impact on learning and achievement.

Adapted from the Ministry of Education

activity
Activity

Formative

Summative

mind map3
Mind-Map

Informal Assessment

slide14

Educational Leadership

December 2007/January 2008 | Volume 65 | Number 4

Learning to Love Assessment

Carol Ann Tomlinson

text protocol
Text Protocol

Sentence-Phrase-Word

slide16

Re-Visit

I Have It !

Often

Rarely Ever

Sometimes

lunch
Lunch

See you back in a Hour

3 questions
3 Questions

With in your group develop 3 questions you would ask students during the Close to 100 game you just observed. Once your group has 3questionhave one of your members report to a poster and record only 1 of your group’s questions.

your turn
Your Turn
  • KG:  Patterns, Trains and Hopscotch Paths
  • 1st:  Mathematical Thinking
  • 2nd:  Coins, Coupons, and Combinations
  • 3rd: Things That Come in Groups
  • 4th: Arrays and Shares
  • 5th: Building on Numbers You Know
  • 6th: Prime Time: bring both student and teacher edition
  • 7th: Accentuate the Negative: bring both student and teacher edition
slide22

Re-Visit

I Have It !

Often

Rarely Ever

Sometimes

thank you
Thank You

Please contact us with further questions, comments, or concerns.

Khris Henderson

348-7288

[email protected]

Patty Oliphant

348-5193

[email protected]

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