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Formative Assessment in the South Dakota Classroom. Pam Lange Jennifer Nehl. Formative Assessment Tool Birthday Line-up. Tool: Birthday Lineup. Line-up in order of birthday month and day January 1 – December 31 Form groups of two. Giving Directions ….

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tool birthday lineup
Tool: Birthday Lineup

Line-up in order of birthday month and day

  • January 1 – December 31
  • Form groups of two
giving directions
Giving Directions …
  • The person with the newest shoes will give the directions; the other person will draw.
  • You can only use words like: up, down, right, left, north, south, east, west, diagonal and give specific lengths (example: one inch)
  • You CANNOT use words such as draw a circle, draw a square, etc.

You will have three minutes to complete your drawing

discussion
Discussion . . .
  • How often did you change instruction?
  • Why did you change instruction?
summative and formative assessment
Summative and Formative Assessment

Summative Assessment (Assessment OF Learning)

How much have students learned as of a

particular point in time?

Formative Assessment (Assessment FOR Learning)

How can we use assessments to inform/change/differentiate instruction?

hitting the target
Hitting the Target
  • Summative Assessment (Learning Target)
  • Pre-Assessment
  • (formative assessment)
  • Formative Assessment
  • Formative Assessment
  • Formative Assessment
verbs every student should know
Verbs Every Student Should Know

McREL completed a research study on the use of vocabulary found on standardized tests.

The research showed that almost forty percent of errors on standardized tests are due to the misunderstanding of directions or question stems due to vocabulary students did not know or understand.

verbs every student should know1
Verbs Every Student Should Know

These twelve verbs consistently appear on standardized tests:

Trace Analyze

Infer Evaluate

Formulate Describe

Support Explain

Summarize Compare

Contrast Predict

slide16

Unpacking SD Indicators

and

Developing Learning Targets

now the conversation is
Now the conversation is…
  • Once your indicators are unpacked your team must decide when/what your next steps are…
  • The next steps will be…
    • Determining target level.
    • Then determining assessment type.
learning targets1
Learning Targets
  • Include teacher speak from standards
  • Include student speak from standards
  • Include vocabulary from standards
  • Include students in the process
  • It is important to include common testing vocabulary when developing learning targets.
learning targets2
Learning Targets
  • How do you currently communicate the intended learning of a lesson, activity, task, project, or unit to students?
  • When does this communication occur?
slide23

8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text.

  • Verbs Defined:
      • use -- apply in writing and/or speaking
      • comprehend -- understand
  • Key Terms Defined:
      • Reading Strategies
      • Skimming & Scanning
      • word webbing
      • predicting
      • inferring
      • visualizing
      • synthesizing

Skills

Content

slide24

8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text.

  • Teacher Speak (Essentials for Learning):
  • Students are able to use, through the writing process, reading strategies such as skimming and scanning, to comprehend the meaning of words and text.
  • Students are able to use, through the writing process, reading strategies such as word webbing and visualizing, to comprehend the meaning of words and text.
  • Students are able to use, through the writing process, reading strategies such as predicting and inferring, to comprehend the meaning of words and text.
slide25

8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text.

  • Teacher Speak (Essentials for Learning):
  • Students are able to use, throughspeaking, reading strategies such as skimming and scanning, to comprehend the meaning of words and text.
  • Students are able to use, through speaking, reading strategies such as word webbing and visualizing, to comprehend the meaning of words and text.
  • Students are able to use, through speaking, reading strategies such as predicting and inferring, to comprehend the meaning of words and text.
slide26

8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text.

  • Student Speak (Learning Target):
  • I can apply through my writingskimming and scanning to form an original idea or to comprehend the meaning of words and text.
  • I can apply through my writing word webbing and visualizing to form an original idea or to comprehend the meaning of words and text.
  • I can apply through my writingpredicting and inferring to form an original idea or to comprehend the meaning of words and text.
slide28

8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text.

  • Verbs Defined:
      • use -- apply in writing and/or speaking
      • comprehend -- understand
  • Key Terms Defined:
      • Reading Strategies
      • Skimming & Scanning
      • word webbing
      • predicting
      • inferring
      • visualizing
      • synthesizing

Skills

Content

slide29

NCLB

  • NCLB states that all students will improve.
  • The students from kindergarten on up need the added support and reinforcement of every person they see during the day.
  • Every person in the school is responsible for student achievement.
conversation about indicators
Conversation about Indicators

What have we (our building/ district) done to address indicators?

What evidence of student learning/understanding do we have?

slide33

Listen…and prepare to retell

  • Traveler Safety Message #1
    • Retell this to your partner.
  • Traveler Safety Message #2
    • Retell this to your partner.
  • Which message was the easier one to remember and/or retell?
  • Why do you think that is?
slide34

Stickiness

  • Mental duct tape—like mental Velcro but stronger!
  • The Kidney Heist and other urban legends
  • Successful is predictable.
slide36

The Curse of Knowledge:

Partner up!

  • Tappers—you will tap out a song
  • Listeners—you will try to guess the song
slide37

Reality

•1 in 40

•2.5%

Perception

•1 in 2

•50%

Results

  • How many of you thought you did a great job of tapping out the song?
  • How many of you correctly guessed the song?
slide38

Clarifying Content Priorities

Nice to know

Worth Being Familiar With

Important to Know

Foundational Concept Skills

Big Ideas

Big Picture

slide39

Unexpected

  • Surprise—gets attention
  • Interest—keeps attention
  • Avoid gimmickry; create a GAP
  • Gaps between what we know and what we want to know create curiosity.
  • K-W-L Charts
  • Open the gap by creating a mental itch.

http://www.aef.com/exhibits/social_responsibility/ad_council/2434

slide41
M & M

Based on the color you selected, share . . . .

Red One thing you can take back to your colleagues.

Yellow How you can implement Learning Targets.

Blue The best assessment you have administered in your classroom?

Orange How you ensure alignment with SD Content Standards.

Green The best gift you have ever received?

Brown How you might utilize formative assessments.

the m m survival kit
The M & M “Survival” Kit

Red Eat at the first sign of frustration.

Orange Eat to minimize depression.

Green Eat to calm your fears.

Yellow Eat when you feel a headache coming on.

Blue Eat to reduce the screaming urge.

Brown Eat ANYTIME!

If all symptoms appear at the same time…

Eat the WHOLE DARN BAG!

contact us
Contact Us . . .

Pam Lange

plange@tie.net

Jennifer Nehl

jnehl@tie.net