Getting that creative idea born

1. Getting that creative idea born ASSESSMENT

2. Practical Points… • Teacher centered practice implies that we know what we are teaching. • LEARNER centered practice implies that we know what kids are learning. • Knowing what kids are learning implies diligent but efficient assessment. • Connecting what we teach and what kids know or do not know is authentic .

3. Assessment • Violet Harada-- • Assessment is the process of collecting, analyzing, and reporting data that informs us about progress and problems a learner encounters in a learning experience.

4. Library and Assessment • Assessment is ongoing and formative • Emphasis on thoughtful reflection • Learner centrally involved • Pre-assessment shapes and targets learning • Pre-assessment allows for differentiated tasks • Communal endeavor involves learning community Barbara Stripling

5. CAPTURE the performance • Learning logs • Constructed responses • Rating scales • Rubrics • Graphic organizers • Conferencing • One minute writing

6. Assessing = Interventions • Diagnostic – What do the kids know before the instruction or learning experience? • Formative—What levels of success are kids having with the steps in the learning process? Measure performance and teaching for improved performance. • Summative- What products will demonstrate new knowledge and skills?

7. Tools to assess—building your repertoire Diagnostic- • Quick question, entrance card • Pre-instruction task, prioritize and organize ideas • Pre-test • KWL Chart • Check for misconceptions • Activation guide • Concept mapping • Agree/Disagree questions

8. Formative Assessment Teacher-led • Feedback on drafts • Exit cards • Observation checklist • Consultation interview • Interactive research Journal • Benchmark checks • Rubric Barbara Stripling

9. Learner-led Questioning Organizing Visualization Concept Map Outline Reflecting Learning log Note taking Progress log Process log Barbara Stripling Learner-led Rubrics, Checklists Challenging Peer review, feedback Challenging questions Sharing Think aloud Reciprocal teaching Formative Assessment

10. Summative Assessment TEACHER-LED • Authentic product • Presentation or exhibition • Performance Task • Portfolio/Process folio • Checklist • Rubric Barbara Stripling

11. Summative Assessment Learner-led • Concept map • Final reflection • Authentic product • Presentation or exhibit • Portfolio, Process folio • Checklist • Rubric Barbara Stripling

12. Closer look LOGS • Self-assessment tool, reflection tool • Focus on WHAT student learned • Focus on HOW student learned • Focus on HOW student feels • Focus prompts on learning goals Marjorie Pappas

13. Closer look CHECKLISTS • Help students to understand assignment • Help students to reflect on process • Help teacher or LMS to provide feedback • Can be final assessment tool • Identify behaviors and critical aspects of task Marjorie Pappas

14. RUBRICS • Involve learners in rubric construction • Show components of task • Identify criteria for quality product • Include ranges of performance • Can be a teaching strategy • Use web rubric models, exemplars to help develop quality rubrics Marjorie Pappas

15. ORGANIZERS RULE • Concept maps, webs, matrices, KWL • Show evidence of thinking • Classify • Compare • Solve • Conclude • Comprehend • Sequence • Synthesize Marjorie Pappas

16. Organizers • Tools for finding a focus • Tools for planning research • Tools to organize and present information • Tools to collect and evaluate information • Tools to demonstrate process steps • Tools to capture thinking and evidence Marjorie Pappas

17. Harada’s Questions • Is assessment intuitive and incidental? • Is assessment integral and intentional? • Can we deal in the realm of rhetoric or can we demonstrate results? • Can we prove we make a difference with assessment? • Can we DO WHAT WORKS by embracing assessment?