Unit 4: Connecting Assessment with Instruction€¦ · Unit 4: Connecting Assessment with...

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Unit 4: Connecting Assessment with Instruction

Transcript of Unit 4: Connecting Assessment with Instruction€¦ · Unit 4: Connecting Assessment with...

Page 1: Unit 4: Connecting Assessment with Instruction€¦ · Unit 4: Connecting Assessment with Instruction. Unit Objectives • To explore how assessment and instruction can work in unison

Unit 4: Connecting Assessment with Instruction

Page 2: Unit 4: Connecting Assessment with Instruction€¦ · Unit 4: Connecting Assessment with Instruction. Unit Objectives • To explore how assessment and instruction can work in unison

Unit Objectives

• To explore how assessment and instruction can work in unison

• To understand the zone of proximal development

• To understand the need for plentiful assessment data

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The Big Ideas of Classroom Assessment

4. Assessment and instruction are inseparable because effective assessment informs learning.

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The Zone of Proximal Development(((Lev Vygotsky)

• What do students currently know and what can students currently do?

• Where do I want them to get to?• How big is the gap?• How do I ensure the gap is just right to

challenge students in a way that maximizes learning?

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Classroom Example: Engaging Students in their

Zones of Proximal Development

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Susan Adamo: Diagnostic Assessment

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Albert Boutin: Diagnostic Assessment

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1. Identify learning goal

2. Activate prior knowledge/experience – hook, engage, personal experience

3. Diagnostic assessment of prior knowledge

4. Present new learning – teacher, small groups, etc

5. Check for understanding – orally

6. Practice new learning/scaffold new learning

7. Self/peer assess practice work

8. Review and consolidate learning – tie back to learning goal

9. Apply new learning to new context (Differentiated)

10. Assess learning

Differentiated

A Model Lesson

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Differentiating Assessment

• Content standards: learning outcomes

• Performance standards: rubrics/checklists

• Student products & performances

• Assessment conditions

• Must be within student’s “ZPD”

• Keep consistent for all students

• May be adapted to be within student’s “ZPD”

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Classroom Example: Summative Assessment (RAFT)

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Differentiating Assessment

• Content standards: learning outcomes

• Performance standards: rubrics/checklists

• Student products & performances

• Assessment conditions

• Must be within student’s “ZPD”

• Keep consistent for all students

• May be adapted to be within student’s “ZPD”

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At-Grade-Level Text: Grade 5

PM Benchmarks, Nelson Education

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Below-Grade-Level Text: Grade 2

PM Benchmarks, Nelson Education

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At-Grade-Level Text: Grade 5

PM Benchmarks, Nelson Education

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Reporting to Parents

• Grade level at which student is working

• Achievement level at which student is performing

• Degree of support provided

• Learning outcomes(incl. IEP ref. if applicable)

• Rubric levels

• Anecdotal comments

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Assigning Levels to Young Children

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Rob Reimer: Differentiated Instruction