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Balanced Assessment System. Professional Practice. Standards. Data. Culture. Standards-based, revised, upgraded, realigned units. Professional Practice. Data. Culture. Standards-based, revised, upgraded, realigned units. Professional Practice. Common formative/ interim assessments.

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Presentation Transcript
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ProfessionalPractice

Standards

Data

Culture

slide4

Standards-based, revised, upgraded, realigned units

ProfessionalPractice

Common formative/interim assessments

Culture

slide5

Standards-based, revised, upgraded, realigned units

APPR, including SLOs

Common formative/interim assessments

Culture

slide6

Standards-based, revised, upgraded, realigned units

APPR, including SLOs

Common formative/interim assessments

Meaningful collaboration on the right work

slide7

ProfessionalPractice

Standards

Data

Culture

slide9

ProfessionalPractice

Standards

Data

Culture

slide10

Assessment Defines the Standard

ProfessionalPractice

Data

Culture

slide13

Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct?

slide14

J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. What percentage of free throws did he make?

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J.J. Redick was on pace to set an NCAA record in free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop?

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J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots. Which one had a better shooting percentage?

In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What are their new overall shooting percentages? Who is the better shooter?

Jason argued that if Paul and J.J. each made the next ten shots, their shooting percentages would go up the same amount. Is this true? Why or why not?

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Standards (and objectives) are meaningless until you define how to assess them.

Because of this, assessments are the starting point for instruction, not the end.

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Because of this, assessments are the starting point for instruction, not the end.

  • Standards-Based (UbD) Design:
    • Standards
    • Assessment
    • Instruction
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Assessment Defines the Standard

ProfessionalPractice

Common formative/interim assessments

Culture

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CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

September

June

UNIT

UNIT

UNIT

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

UNIT

UNIT

UNIT

SLO Summative

SLO Baseline

slide22

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

September

June

UNIT

UNIT

UNIT

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

UNIT

UNIT

UNIT

SLO Summative

SLO Baseline

slide23

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

September

June

UNIT

UNIT

UNIT

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

UNIT

UNIT

UNIT

SLO Summative

SLO Baseline

slide24

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

September

June

UNIT

UNIT

UNIT

CommonFormativeInterimAssessment

CommonFormativeInterimAssessment

UNIT

UNIT

UNIT

SLO Summative

SLO Baseline

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Effective Assessment by the Teacher

Assessment Defines the Standard

Common formative/interim assessments

Culture

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Standard 5: Assessment for Student Learning

5.1 Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth

5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction

5.3 Communicate information about various components of the assessment system

5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly

5.5 Prepare students to understand the format

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Effective Assessment by the Teacher

Assessment Defines the Standard

Common formative/interim assessments

Culture

slide28

Effective Assessment by the Teacher

Assessment Defines the Standard

Common formative/interim assessments

AuthenticProfessionalLearning Community

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give thetest

makethetest

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give thetest

makethetest

analyze

thework

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give thetest

makethetest

analyze

thework

do something about it

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Effective Assessment by the Teacher

Assessment Defines the Standard

Common formative/interim assessments

AuthenticProfessionalLearning Community

slide38

Balanced

Assessment System

slide39

Strategic

Assessment System

slide40

Set Up

System

slide42

Balanced

Assessment System