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Creating an Assessment Plan. Unit Planning. Learning Goals. Gathering Information About Studen’s Understanding. Engineering effective conversations, questions, and learning tasks. Success Criteria. Descriptive Feedback. Peer- and Self-Assessment. Individual Goal Setting.

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Presentation Transcript
prior learning assessment for as learning

Learning Goals

Gathering Information

About Studen’s Understanding

Engineering effective conversations,

questions, and learning tasks

Success Criteria

Descriptive Feedback

Peer- and Self-Assessment

Individual Goal Setting

Prior Learning—Assessment for/as Learning
prior learning key learning
Prior Learning -- Key Learning

Overall Expectations / Specific Expectations

Learning Goals

Success Criteria

Alignment back to the Achievement Chart

QUALITY TASK(S)

three key principles for creating an effective assessment plan
Three key principles for creating an effective assessment plan

ensuring that students have a clear understanding of what they are learning and what successful learning looks like;

modelling descriptive feedback, self-assessment, and goal setting; and

providing opportunities to practise these skills, first with guidance and support and then independently.

3 key questions for learners
3 Key Questions for Learners

Assessment for learning is about far more than testing more frequently or providing teachers with evidence so that they can revise instruction, although these steps are part of it. In addition, we now understand that assessment for learning must involve students in the process.

(Stiggins, 2002)

Where am I going?

How am I going?

Where to next?

expectations and the achievement chart
Expectations and the Achievement Chart

Knowledge

Learning:

Assessment for/as learning:

Application

Learning:

Assessment for/as learning:

Cluster Course Expectations

Thinking

Learning:

Assessment for/as learning:

Communication

Learning:

Assessment for/as learning:

slide8

What do I want them to learn?

How will I know they have learned it?

How will I design the learning so that all will learn?

Planning with the End in Mind

Assessment

How will students demonstrate their knowledge and skills while they are learning?

How will we monitor their progress?

Exit cards, journal entries, observation, conversations, …

How will I plan with DI in mind?

What instructional strategies are appropriate for the learners in my class?

8

planning with the end in mind subject specific application
Planning with the End in MindSubject Specific Application

Start with Overall Expectations

Create Learning Goals – use Specific

Expectations to develop Learning Goals that support the learning toward achieving OEs.

Use verbs that are specific and observable.

What do I want them to learn?

Step 1

subject specific application

How will I know they have learned it?

Subject-specific Application

Step 2

Work alone or together in subject/grade groups to develop a Rich Performance task for a cluster of Learning Goals developed from the overall expectations of a particular course.

OR

Revise a recently used Performance Task so that it is differentiated according to student interests or preferences.

Tasks should provide opportunities to collect assessment information that is triangulated

Use the blank templates provided

slide11

How will I know they have learned it?

T

riangulation

OBSERVATIONS

CONVERSATIONS

PRODUCTS

planning with the end in mind

How will I design the learning so that all will learn?

Planning with the End in Mind

Think of Assessment as part of the learning

  • Keep in mind the key features of Differentiated Instruction:
  • Flexible Learning Groups
  • Choice
  • Respectful Tasks
  • Shared Responsibility
  • As the learning moves forward it is important to consider:
  • How the teacher will know whether the students achieved the desired learning.
  • How students will know whether they achieved the learning goal(s).
slide14

An Assessment Task That Allows for Differentiation

Curriculum Expectations and Creation of Learning Goals and Success Criteria

Should not be differentiated

Start Here!

Create a task that aligns with the goals and criteria and can also be differentiated by

Readiness

–Start where they are!

Interests

-Make it meaningful and relevant

Learner Profile

-Build on their strengths!

Process

Environment

Product

Content

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Adapted from The Differentiated Classroom - Carol Ann Tomlinson