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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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Rarely Ever

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Rarely ever

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


Rarely ever

Summative assessmentis the process of simply measuring the plants.


Rarely ever

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

Adapted from the Ministry of Education


Rarely ever

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 map

Mind-Map


Mind map1

Mind-Map


Mind map2

Mind-Map


Mind map3

Mind-Map

Informal Assessment


Rarely ever

Educational Leadership

December 2007/January 2008 | Volume 65 | Number 4

Learning to Love Assessment

Carol Ann Tomlinson


Text protocol

Text Protocol

Sentence-Phrase-Word


Rarely ever

Re-Visit

I Have It !

Often

Rarely Ever

Sometimes


Lunch

Lunch

See you back in a Hour


Close to 100

Close to 100


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.


Pbs effective questions

PBS Effective 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


Rarely ever

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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