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Assessing FOR Learning

Assessing FOR Learning. FORMATIVE ASSESSMENT. Formative Assessment is…. Engaging students in their own learning by structuring activities to help them make connections AND by structuring activities through which they will learn with and through others. Guiding Questions.

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Assessing FOR Learning

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  1. Assessing FOR Learning FORMATIVE ASSESSMENT

  2. Formative Assessment is… • Engaging students in their own learning by structuring activities to help them make connections AND • by structuring activities through which they will learn with and through others

  3. Guiding Questions How do we check for understanding so we can monitor and adjust instruction? How will we shift our teaching so we always know where every student is in the learning process? How do we guide students to a deep level of understanding?

  4. “The role of the learner is not to passively receive information, but to actively participate in the construction of new meaning” Shapiro (1994, p.8)

  5. This is the old model of knowledge transmission

  6. The new model has students constantly interacting with the content

  7. This means the teacher’s role must change From: To:

  8. We have to focus on the learning rather than the teaching

  9. Assessment Tool # 2 C A S H ognitive What did you learn about checking for understanding/ formative assessment? ffective How did you react to the power of disconnects in students’ learning? urprised What surprised you or what was a WOW for you? elp What idea or topic addressed was helpful to you?

  10. “Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning.” (Black & Harrison, 2004)

  11. Assessment Tool # 3 • I used to think… • but now I know…

  12. Assessment Tool # 5 4 Corners

  13. Assessment Tool # 7 Chain Note • One person at each table will begin by writing one or two sentences in response to the question at the top of the paper. • He/she will pass it on to the next person at the table. • That person will add one or two new thoughts or build on the prior statements. • Continue until everyone at the table has had a chance to add to the chain note.

  14. Chain Note Each of four tables will choose a different generational chain note to share with the whole group.

  15. Assessment Tool # 8 Muddiest Point

  16. Assessment Tool # 10 Plus/Delta

  17. Assessment Tool # 14 2 Minute Paper • Write a two minute paper about checking for understanding.

  18. Assessment Tool # 15 1 10 Value Line • Form a line from greatest number of listings in the circle map to least.

  19. Assessment Tool # 16 Whip Around • Stand at your seat and read your three statements without repetition.

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