Assessment Driven Instruction Maryrita Ducote and Emily Mull. St. Tammany Parish Public School System Literacy Institute June 5, 2013. Ground Rules. Turn phones off or set on vibrate. Be respectful of those talking or presenting (No sidebars)
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Assessment Driven InstructionMaryritaDucote and Emily Mull
St. Tammany Parish Public School System
June 5, 2013
SNL History Lesson
With your group, take 5 minutes to write types of assessments you know on post-it notes. Place them on circle map.
Assessment is for:
Assessment is for:
Purpose: Provides teacher with a more precise understanding of individual students’ strengths and weaknesses
*These assessment scores do not count toward grades.
How can you use these to identify strengths and weakness in specific skill sets?
•Provides data to determine options for students
•Helps determine differences
•Helps teacher design activities that are respectful, purposeful, and challenging
•Identifies starting point for instruction
•Identifies learning gaps
•Makes efficient use of instructional time
1. What do I know about my students now?
2. What is the nature and content of the final assessment for this unit or period of time?
3. What don’t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students?
Gregory, G.H. and Kuzmich , L. (2004).
Data driven differentiation in the standards-based classroom . Thousand Oaks, CA: Corwin Press.
How does this apply to your curriculum?
( Literature, Informational Text, Foundational Skills)
Speaking and Listening
REMEMBER (1) CREATE(6)REATE (6)
No Child Left Behind (NCLB) requires
assessments to “measure the depth
and breadth of the state academic
content standards for a given grade
(U.S. Department of Education, 2003, p. 12)
Focuses on complexity of content standards in order to successfully complete an assessment or task.
The outcome (product) is the focus of the depth of understanding.
The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy),but by the context in which the verb is used and the depth of thinking required.
What comes after the verb is more important than the verb itself.
“Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.”
The student who has been taught the rule for using commas is merely using the rule.
According to students’
readiness, interests, learning profiles
How do teachers do this?
It is your job, as teacher, to make explicit
That which you thought was implicit.