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Refining Assessment and Celebration

Refining Assessment and Celebration. Agenda. Part I: Workshop Introduction Part II: Assessment and Celebration Part III: Assessment for Learning Part IV: Monitoring and Evaluating the Use of Assessment for Learning and Team Cooperation Goals Part V: Base-6 Activity

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Refining Assessment and Celebration

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  1. Refining Assessmentand Celebration

  2. Agenda Part I: Workshop Introduction Part II: Assessment and Celebration Part III: Assessment for Learning Part IV: Monitoring and Evaluating the Use of Assessment for Learning and Team Cooperation Goals Part V: Base-6 Activity Part VI: Where are you now? Part VII: Closing the Gaps in Student Understanding Part VIII: Planning Part IX: Next Steps

  3. Part I Workshop Introduction

  4. Workshop Introduction

  5. Assessment and Celebration Reflection On page 4 of the PB, evaluate how your active instruction and teamwork processes have changed as a result of the workshops that you have attended.

  6. Part II Assessment and Celebration

  7. What is assessment and celebration?

  8. Why is assessment important to you? As a team, list and explain five reasons why assessment is important to you.

  9. Why is assessment important?

  10. Connecting PowerTeaching to Research As a team, identify at least one aspect of PowerTeaching that supports each one of the six purposes of student assessment.

  11. The Purpose of Celebration As a team, look at each celebratory component listed on page 10 of the PB, and elaborate on it.

  12. Assessment and Celebration Reflection Based on what you have learned so far, what is one thing you will change about your assessments and celebrations?

  13. Part III Assessment for Learning

  14. Formative and Summative Assessment

  15. Jigsaw Activity As an expert group, summarize the part of the Educational Leadership article to which you have been assigned.

  16. Article Summary As a team, share the information that you gathered in your expert group.

  17. Assessment for Learning vs. Assessment of Learning • Observation • Team discussions • Questioning • Testing • Grade/ranking • Timed tasks • Modeling • Questioning • Teamwork • Drilling • Routine testing • Independent work • Teacher reflections • Student reflections • Confidence levels • Finished product • Individual work • Performance

  18. Part IV Monitoring and Evaluating the Use of Assessment for Learning and Team Cooperation Goals

  19. Monitoring Forms

  20. Part V Base-6 Activity

  21. Base-6 Place Value Rule: When there are six 6 sticks in the 6s place, they must be regrouped and placed in the 36s place. This is called a 36 flat. Rule: When six cubes are in the 1s place, they must be regrouped and placed in the 6s place. This is called a 6 stick.

  22. Base-6 Place Value There is one 6 stick in the 6s place. There is nothing in the 1s place. Therefore, the answer is written 10six. Question: How would you write the value that is shown on the place mat?

  23. Base-6 Place Value There is one 6 stick in the 6s place. There is one cube in the 1s place. Therefore, the answer is written 11six. Question: If a single cube were added to the equation, what would the new value be?

  24. Base-6 Place Value Question: What is the value shown on the place mat? 23six.

  25. Base-6 Place Value 2 x 6 = 12 cubes 3 x 1 = 3 cubes 12 + 3 = 15 cubes Question: How many cubes make up 23six?

  26. Base-6 Place Value 1 3 2 Question: What is the value shown on the place mat? 132six.

  27. Base-6 Place Value 1 x 36 = 36 cubes 3 x 6 = 18 cubes 2 x 1 = 2 cubes Question: How many cubes make up 132six? 36 + 18 + 2 = 56 cubes.

  28. Teamwork • Work with your teammates to answer the questions. • You have an answer sheet, but keep it face down until you need it or you have finished all questions. • Make sure all teammates are able to answer questions like these on their own without the list of rules. • When finished, a member of your team will be randomly selected to explain your team’s answer, and then there will be a quiz.

  29. Base-6 Quiz

  30. Base-6 Quiz - Answers • 89ten • 2003six • 525six • L'hôpital's rule can be used to solve this one. If the limit evaluates to 0/0 (or infinity over infinity), then the limit equals the limit of the derivatives of each side of the fraction. 5. This can be found by integrating the equation y = x^2 from 0 to 2. 8/3 - 0/3 = 8/3. Bonus: 6 x 6 x 6 = 216ten or 1000six

  31. Part VI Where are you now?

  32. What is the importance of minute-by-minute assessments and quick checks? How can you use quick checks to improve student performance?

  33. Assessment for Learning Self-Assessment Guide Use the outline starting on page 46 of the PB to rate your current level of assessment for learning.

  34. Part VII Closing the Gaps in Student Understanding

  35. What do you currently do to close the gaps in student understanding?

  36. Embedding Skills

  37. How can you ensure that report cards provide feedback, information, and incentive?

  38. Part VIII Planning

  39. The Importance of Planning Prior to each lesson, the teacher should be aware of: • lesson goals and objectives, • prerequisite skills, • materials needed, • lesson description and procedures, and • assessment/evaluation methods and opportunities.

  40. Part IX Next Steps

  41. Creating an Action Plan • Identify the area of PowerTeaching that you would like to strengthen. • Pick three statements from the desired outcomes starting on page 47 of the PB. • Use the action plan templates, starting on page 66 of the PB, to create an action plan for each statement.

  42. Teacher Resources

  43. Refining Assessmentand Celebration

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