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Getting that creative idea born . ASSESSMENT. 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.

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Getting that creative idea born


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    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?