1 Assessment Professional Learning Module 3: Assessment FOR Learning.
Assessment for Learning
description
Transcript of Assessment for Learning
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Assessment for Learning
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Today’s Essential Questions
• What is formative assessment?• How does the nature of feedback impact
teaching and learning? • How can I plan to support assessment for
learning in my own classroom?• And how does formative assessment connect
to the NCNSP Design Principles?
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Formative Assessment Strategies
• Share learning intentions and criteria
• Elicit student thinking and evidence of understanding
• Provide feedback that moves students forward
• Engage students in peer- and self-assessment
• Use summative tests formatively
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Formative Assessment – What do you know? What
do you want to know?
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Formative Assessment
Using evidence of student learning
to adapt teaching and learning to meet student needs.
~Dylan Wiliam
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A General Model
• What do we want students to know and be able to do? (Standards)
• What do students know? What can they do? (Assessment)
• How do we move from here to there? (FORMATIVE ASSESSMENT)
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Formative Assessment Strategies
• Share learning intentions and criteria
• Elicit student thinking and evidence of understanding
• Provide feedback that moves students forward
• Engage students in peer- and self-assessment
• Use summative tests formatively
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A General Model
• What do we want students to know and be able to do? (Standards)
• What do students know? What can they do? (Assessment)
• How do we move from here to there? (FORMATIVE ASSESSMENT)
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Sharing Learning Intentions
“Essential Questions”
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What is the triangle inequality theorem?
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New Essential Questions
• What is the triangle inequality theorem?
VS.
• What is the relationship between the side lengths of any triangle?
• Can any three side lengths be used to form a triangle? Why or why not?
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Eliciting Student Thinking & Evidence of
Understanding A rectangle has a perimeter of 80m. The length of the rectangle is 20m
more than its width. What are the dimensions of the
rectangle?
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Is that the only solution? How do you know?
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Opening Questions Up to Probe for Understanding• Does everyone understand the
method of elimination?
VS.
• When is using elimination more advantageous than other methods?
• Why does elimination yield a solution?
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Opening Questions Up to Probe for Understanding• What battle was the turning point of
the War for Independence?
VS.
• Explain the reasons why the Battle of Saratoga was a turning point in the War for Independence?
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Opening Questions Up to Probe for Understanding• What are the phases of mitosis?
VS.
• Explain the process of mitosis and why it is essential to life?
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Opening Questions Up to Probe for Understanding• What is the next step?
VS.
• What could you do next and why? • How could you proceed from here?• How do you know the solution you
get from elimination is a solution to both equations?
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Opening Questions Up to Probe for Understanding
• Is this statement true or false?
VS.
• When is this statement true? When is it false?
• How do you know?
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Opening Questions Up to Probe for Understanding
• Does anyone have any questions about what we did today?
VS.
• What are some good questions to ask about what we discussed today?
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Feedback that Moves Students Forward
• How do we typically provide feedback?
• Does it move students forward?
• What the research suggests
(each teacher bring in one sample of feedback given to students)
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Evaluating Comments
A. Show your work.
B. What does slope mean? What does your answer describe?
C. You confused slope and y-intercept. Slope = Δy/Δx
D. Incorrect. Check your work.
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Key Features ofEffective Comments
• Comments should identify what has been done well and what still needs improvement
• Comments should further provide guidance on how to make that improvement
• Instruction should provide opportunities for students to follow up on comments
• (Analyze work)
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Feedback that Moves Students Forward
• Work your assigned problem, as you would ideally want your students to respond. (Explain How? Justify How do you know? or Why?)
• Read student responses on reverse.
• Rather than correct the student responses, write questions to elicit improved responses.
• Think-write-share
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Homework (for Follow Up)
• What techniques have you been using to give feedback?
• Bring samples of feedback to students • What feedback moved students
forward? How do you know? • Be prepared to share.
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What Is Powerful Teaching and Learning?
• All teachers adopt a common instructional framework based on best practice to ensure a coherent and consistent student learning experience
• Teachers routinely use formative assessment data to make instructional decisions
• Collaboration and discussion among students is pervasive
• Each student internalizes common standards through the use of exemplars and rubrics
• Each student reflects on learning and demonstrates growth through portfolios or other performance-based assessment
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Connecting Elements of Powerful Teaching and
Learning• Select an indicator of Powerful Teaching
and Learning• How is your indicator…
– informed by formative assessment?– supported by formative assessment?
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Essential Questions
• How does the nature of feedback impact teaching and learning?
• How can I plan to support assessment for learning in my own classroom?
• And how does formative assessment connect to the NCNSP Design Principle of Powerful Teaching and Learning?
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K-W-L-H
• What do you still want to know?
• What have you learned?
• How might we learn more?
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