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Assessment in the Classroom

Assessment in the Classroom. EDEL 429 CSUB Debbie Meadows Borman and Levine (1997) A Practical Guide to Elementary Instruction , Chapters 14, 15, 16. Charles and Senter (2002) Elementary Classroom Management , Chapter 10. Terminology. Cognitive Functioning (Knowing) Content-Area Knowledge

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Assessment in the Classroom

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  1. Assessment in the Classroom EDEL 429 CSUB Debbie Meadows Borman and Levine (1997) A Practical Guide to Elementary Instruction, Chapters 14, 15, 16. Charles and Senter (2002) Elementary Classroom Management, Chapter 10.

  2. Terminology • Cognitive Functioning (Knowing) • Content-Area Knowledge • Affective Functioning (Feeling) • Social and Emotional Development • Conative Functioning (Willing) • Self-Discipline and Will

  3. Cognitive Functioning • Familiarity with Facts • Essential facts to build background • Understanding Concepts • Putting facts together to derive meaning • Applying Concepts • Generalizing facts and concepts to form creative and original ideas • Teachers Generally Dwell Here • What do my students know?

  4. Affective Functioning • Motivation Interest • Social Interaction • Self-Concept • Attitude • Students Dwell Here • What is school doing for me? • Teacher Asks: • How are my students affected by the world around them?

  5. Conative Functioning • Self-Discipline • Concentration and Attention • Perseverance • Student Asks: • Why should I put in/out the effort? • Teacher Asks: • How able are my students to do different things?

  6. Phases of Evaluation • Diagnostic • Pre-test, initial ability • Formative • Monitoring of progress from baseline • Summative • Benchmark evaluation of achievement

  7. Cognitive Functioning Matrix

  8. Affective Functioning Matrix

  9. Conative Functioning Matrix

  10. Ways to Assess Students • Authentic Assessment • Center of Teaching • Writing process, Ongoing, Life • Performance Tasks • Test, Quiz, Homework, Projects, Reports • Subjective, Objective, Combination • Portfolio Assessment • Collected during a specific time period • Interactive, Cumulative, Broad • Observation • Anecdotal record, checklist

  11. Areas for Grading

  12. Rubrics and Checklists • Rubric • Given at beginning of assignment • Points for progress toward highest level of completion • Checklist • Given at beginning of assignment • Yes or No for completion

  13. Student Response to The Frog Prince UnitCircle you answer to each statement.I liked the stories. Yes NoI liked working in groups. Yes NoMy group helped me understand the stories better. Yes No The story map helped me write a better story. Yes NoI enjoyed writing a new ending to the story. Yes NoI enjoyed making my computer presentation. Yes NoMy favorite part of the unit was...My least favorite part of the unit was...Mrs. Meadows, the next time you teach this unit, I would...Mrs. Meadows, the next time you teach this unit, I would not...

  14. Recording Assessment • Grade Book • Paper, Computer • Anecdotal Records • Notebook, Palm Pilot, Post-it notes • Portfolio • Pizza Box, PowerPoint, Folder • Report Cards • District created, Make sure your “grades” match

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