Assessment and Instruction. Thinking about learning and the students you teach. The power of connections…a demonstration. LIST ONE: KEF LUN LAK NEM MIL BEB VEK SAR FIF POQ. And another…. LIST TWO: CAT BAN FAN DAB SIT SET RUN HID PEN SEE.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Thinking about learning and the students you teach
THE LAST LIST:
PRETESTING to the rescue!
The Power of the
Assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance.
What’s the key word in the definition?
Formative assessments promote learning when they help students answer three questions:
Where am I going?
Where am I now?
How can I close the gap?
“Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process.” - National Middle School Association
Having become “conditioned” to the normal distribution, we set grade policies in these terms and are horrified when some teacher attempts to recommend a very different distribution of grades. Administrators are constantly on the alert to control teachers who are “too easy” or “too hard” in their grading…There is nothing sacred about the normal curve. Education is a purposeful activity and we seek to have the students learn what we have to teach. If we are effective in our instruction, the distribution of achievement should be very different from the normal curve. In fact, we may even insist that our educational efforts have been unsuccessful to the extent to which our distribution of achievement approximates the normal distribution.”
(Benjamin Bloom, UCLA CSEIP Evaluation Comment (available http://www.cse.ucla.edu/products/evaluation/cresst_ec1968_m.pdf), Vol. 1, No. 2, May, 1968