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Informative Assessment

Informative Assessment. Jacque Melin – GVSU www.formativedifferentiated.com melinj@gvsu.edu. Anything about “informative assessment”. Ask Me a Question. Informative Assessment Name: Date: Place:. From Fogarty & Pete – Wildly Exciting, 2010. Take Away Window:.

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Informative Assessment

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  1. Informative Assessment Jacque Melin – GVSU www.formativedifferentiated.com melinj@gvsu.edu

  2. Anything about “informative assessment” Ask Me a Question

  3. Informative Assessment Name: Date: Place: From Fogarty & Pete – Wildly Exciting, 2010

  4. Take Away Window:

  5. Routine Assessments - Everyday, All day Think-Pair-Share

  6. Routine Assessments Use Everyday, All Day Unobtrusive

  7. Think-Pair-Share

  8. Alphabet Graffiti N O P Q R S T U V W X Y Z A B C D E F G H I J K L M From Fogarty & Pete – Wildly Exciting, 2010

  9. Each student picks a playing card. When the teacher asks a question or gives a problem, discuss it with your partner. The teacher will say something like, “all red cards stand” or “all Kings stand.” The teacher will pick someone who is standing to respond. Card Trick

  10. You and your partner each get a mini-white board and stand back-to-back. The teacher asks a question and you each answer on your board. When the teacher says “turn around” you show each other your answers and discuss. Dry-Erase Back to Back Boards

  11. Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written or problems they have created. Outside circle moves to create new pairs. Repeat. Outside/Inside CircleOnion Circle

  12. Each table rolls a number cube Students at the table answer the question that corresponds to the number rolled Can be used for several days over the course of a topic of study On A Roll*

  13. Write a question someone should be able to answer after hearing this lesson. Explain the most important idea in the lesson in a way a first-grader could understand. Draw a picture that represents the main idea of the lesson. Tell which part you found to be the most confusing. If you were going to learn more about this topic, what would you choose to investigate. Write a headline for a newspaper article about today’s lesson. If you roll a:

  14. In response to a teacher prompt or question, students THINK, • Then PAIR (discuss with a partner), • And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share. Spinner

  15. 1 2 8 3 7 4 6 5 SPIN

  16. 1 2 8 3 7 4 6 5 SPIN

  17. 1 2 8 3 7 4 6 5 SPIN

  18. 1 2 8 3 7 4 6 5 SPIN

  19. 1 2 8 3 7 4 6 5 SPIN

  20. 1 2 8 3 7 4 6 5 SPIN

  21. 1 2 8 3 7 4 6 5 SPIN

  22. 1 2 8 3 7 4 6 5 SPIN

  23. Routine Assessments - Everyday, All day Exit Cards

  24. Routine Assessments Use Everyday, All Day Unobtrusive

  25. Exit Cards

  26. Name Answer: Exit Card Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

  27. Write down something from the lesson that they find confusing or difficult. • Collect responses and review, OR • Form small groups and ask students to share their “bumps” and seek clarification. Bump in the Road or Fogginess

  28. Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week. Letter to Principal/Parent

  29. Students list 3 new ideas 2 connections 1 question 1-sentence summary Most Valuable Points (MVP)* * Betsey Kennedy

  30. 3 Pointer • (3 New Things You Learned) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • *_________________________________________________________________________________ • 2 Pointer • (2 Connections You Can Make) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • Foul Shot • (What Question Do You Have?) • *_________________________________________________________________________________ * Betsey Kennedy

  31. Quick Write/Quick Draw Science Sequence/steps/cycles/processesScientific principlesContent-area vocabulary Math Steps in a process Social Studies Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary ELA Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes From 25 Quick Formative Assessments for a Differentiated Classroom

  32. Teacher selects an important topic Students list 4 unusual items (unrelated to topic) Students create a relationship between the topic and each of the 4 items Synectics* * Betsey Kennedy

  33. a school because a car because A cell is like… a television because a book because * Betsey Kennedy

  34. Twitter Posts* • Can be used as a Ticket-Out-the-Door • Students summarize what they learned using no more than 140 characters FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION. * Betsey Kennedy

  35. http://www.padlet.com Websites – Padlet

  36. Routine Assessments - Everyday, All day Signaling

  37. Routine Assessments Use Everyday, All Day Unobtrusive

  38. Signaling

  39. Magnets Magnets(formative)

  40. Instead of Magnets, Use Post-its

  41. Formative AssessmentFree Technology Tools

  42. Includes all types of questions • Doesn’t require individual student Google account • Minimal set up time Google Forms

  43. Instant feedback in seconds. • Use cell phone or any other device connected to the internet • Poll Poll Everywhere

  44. Mobile studying!! • Digital flashcards and games. • Quizlet preview Quizlet

  45. Needs cell phone/internet capable device • m.socrative.com • Room # 7615 Socrative

  46. Spotlight Moment As a team of educators: Discuss with your peers the Routine strategies you intend to use.

  47. Harold Melvin and the BLUENOTES1975“Wake Up Everybody”

  48. Wake up everybody no more sleeping in bed No more backward thinking, time for thinking ahead The world has changed so very much from what it used to be There’s so much hatred, war and poverty. Wake up all the teachers time to teach a new way Maybe then they’ll listen to what you have to say. They're the ones who are coming up and the world is in their hands. When you teach the children, teach them the very best you can. The world won’t get no better, if we just let it be. The world won’t get no better, we got to change it..yah.. just YOU and ME.

  49. Thank you for all you do, for all the children!

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