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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. Khris Henderson 348-7288 hendersonk1@duvalschools.org.

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Rarely Ever

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  1. 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

  2. Informal Assessment Khris Henderson 348-7288 hendersonk1@duvalschools.org Patty Oliphant 348-5193 oliphantp@duvalschools.org

  3. 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.

  4. The word ‘assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. Adapted from the Ministry of Education

  5. What are summative and formative assessments? - -- - -- - Adapted from the Ministry of Education

  6. Summative assessmentis the process of simply measuring the plants.

  7. Formative assessment, is the equivalent of feeding and watering the plants appropriate to their needs. Adapted from the Ministry of Education

  8. 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

  9. Activity Formative Summative

  10. Mind-Map

  11. Mind-Map

  12. Mind-Map

  13. Mind-Map Informal Assessment

  14. Educational Leadership December 2007/January 2008 | Volume 65 | Number 4 Learning to Love Assessment Carol Ann Tomlinson

  15. Text Protocol Sentence-Phrase-Word

  16. Re-Visit I Have It ! Often Rarely Ever Sometimes

  17. Lunch See you back in a Hour

  18. Close to 100

  19. 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.

  20. PBS Effective Questions

  21. 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

  22. Re-Visit I Have It ! Often Rarely Ever Sometimes

  23. Thank You Please contact us with further questions, comments, or concerns. Khris Henderson 348-7288 hendersonk1@duvalschools.org Patty Oliphant 348-5193 oliphantp@duvalschools.org

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