1 / 20

KUD

KUD. Know: The activities teachers used to build community in their classroom and the success and challenges experienced with them. The three types of assessment. A piece of research on formative assessment. Examples of formative assessment. Understand :

leigh-harper
Download Presentation

KUD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. KUD Know: The activities teachers used to build community in their classroom and the success and challenges experienced with them. The three types of assessment. A piece of research on formative assessment. Examples of formative assessment. Understand: Community building activities form the foundation for the other main components of differentiated instruction. Assessment is not only for measurement and evaluation, but it is also a tool to inform instruction. Do: Share and discuss community building activities used in classrooms. Plan for continued community building throughout the year. Complete a ‘Planning Form for Formative Assessment.’

  2. Agenda • Community Building • Completing Display • Gallery Walk • Small Group Activity • Assessment • Presentation • Planning Form • Assignment

  3. Community Building-- Completing Display • Please complete a card for your community building activity. • Display your visual and card on a table.

  4. Community Building – Gallery Walk • Please review all the community building activities and complete the “Gallery Walk Guide”

  5. Community Building Small Group Activity • Break into groups for 20 minutes and discuss the community building activities. • Return to whole group at 1:30 p.m.

  6. Assessment

  7. Differentiated Instruction Is a teacher's response to learner's needs Guided by general principles of differentiation Concept-basedCurriculum Instruction that meets the needs of each student Assessment Building Community Teachers can differentiate through Content Process Product According to students' Readiness Interest Learning Profile Through a variety of instructional strategies

  8. Two Questions Individually, think about the following two questions and write down some thoughts: • Why do you currently assess? • How do you currently check for understanding in your classroom?

  9. Cartoon

  10. Assessment • Determining student readiness to work with essential knowledge, understanding and skill: • as a unit begins (pre-assessment), • as a unit progresses (formative), • and as a unit concludes (summative). • Please see handouts for characteristics of each type of assessment.

  11. Formative Assessments - Research In a major review of research on assessment, Black and Wiliam (1998) noted: “The Research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and amongst the largest ever reported for educational interventions.” Effect sizes of the formative assessment experiments were between 0.4 and 0.7. What Works in Schools, Marzano, p. 38

  12. Formative Assessments - Research • An effect size of 0.4 is a 15 percentile gain. • An effect size of 0.7 is a 25 percentile gain. If it could be achieved on a nationwide scale, it would be equivalent to raising the mathematics achievement score of a country like the U.S. into the top five after the Pacific Rim countries of Singapore, Korea, Japan and Hong Kong. What Works in Schools, Marzano, p.38

  13. Formative Assessments - Research “Some of the research studies also showed that improved formative assessment helped the [struggling students] more than the rest... any gains for such students could be particularly important: They show low . . . educational achievement might be due, at least in part, to failure to develop the potential talents of the [struggling] student .” Assessment for Learning, Black & Wiliam, p. 9

  14. Formative AssessmentThree Key Questions 1. Where am I going? 2. Where am I now? (data on the actual level of some measurable attribute) 3. How do I get there?

  15. Where am I going? Examples: • Learning Goals • KUD • Concept Map • Rubrics

  16. Where am I now? Examples: • Learning Logs • Green/Yellow/Red Cups or Disks • Fist of Five • Exit/Entrance Cards • Thinking Maps • Foldables • Writing Conference • Value Lineups

  17. How do I get there? Examples: • Writing Conference • Rubrics • Exemplars/Benchmarks • Student/Teacher check-ins • Comment-only Marking

  18. “Assessment should always have more to do with helping students grow than with cataloging their mistakes.” -Carol Tomlinson

  19. Planning Form for Assessment • Individually, please complete the first part of the ‘Planning Form for Assessment. • Share with an elbow partner your thoughts. • Prior to the next in-service day on Nov. 9, try implementing your formative assessment strategy and complete the ‘After Implementation’ section of the Form.

  20. Assessment - Assignment • Prior to the next in-service on November 9th: • Please implement your plan. • Complete the ‘after implementation’ section. • Bring the ‘Assessment Goal Plan Form’ to the November 9th in-service • Be prepared to share what you find out about your students and what you did or will do to change your instruction based on the information you received from the assessment.

More Related