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The Why and How of “Less Teaching, More Assessing”

The Why and How of “Less Teaching, More Assessing”. DQIE January 27, 2009. React to the title of this presentation…. Three- Idea Roam Spend three minutes roaming the room seeking ideas/opinions from the participants. Return to your seat after you have collected three ideas.

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The Why and How of “Less Teaching, More Assessing”

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  1. The Why and How of “Less Teaching, More Assessing” DQIE January 27, 2009

  2. React to the title of this presentation…. Three- Idea Roam Spend three minutes roaming the room seeking ideas/opinions from the participants. Return to your seat after you have collected three ideas.

  3. The Solution Is… • Plan ways to give & receive feedback during instruction • Decide how to proceed based on the information gathered • This results in slightly less teaching and slightly more assessing!

  4. Do You Suffer From DRIP??? • Schools and teachers typically suffer from this syndrome…. DATA RICH INFORMATION POOR RICHARD DU FOUR (2004) “WHAT IS A PROFESSIONAL LEARNING COMMUNITY”, EDUCATIONAL LEADERSHIP, 61 (8), 6-11.

  5. THE MAIN GOAL • “The main goal of classroom testing and assessment is to obtain valid, reliable, and useful information concerning student achievement.” LINN & MILLER, P. 134

  6. HOW WE USE INFORMATION • We can’t measure student achievement directly. • We therefore have to measure it indirectly and infer what students know and can do.

  7. POSSIBLE DECISIONS • Change the content (what is being taught or the sequence for what is being taught) • Change the process (the strategy for teaching, including opportunities for practice) • Change the product (the mechanisms by which students must demonstrate mastery) • REVIEW*RETEACH*RESTRUCTURE*ENRICH*MOVE ON

  8. GOALS FOR CLASSROOM TEACHERS • Teachers can create classrooms that are information rich by providing multiple and targeted opportunities for students to show what they know, providing useful feedback to both teacher and the students.

  9. FOOD FOR THOUGHT • The most powerful single modification that enhances achievement is FEEDBACK! J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.

  10. GRANT WIGGINS ON FEEDBACK • “Feedback is different from advice or guidance. It is also different from praise or blame. Feedback is information.‘Good job!’ is not feedback, it is praise. Praise isn’t information- it is affirmation.”

  11. TIMELY EXPERT CONSISTENT DESCRIPTIVE HONEST ON-GOING ACCURATE USER-FRIENDLY SPECIFIC CONSTRUCTIVE GOOD FEEDBACK IS:

  12. GOOD FEEDBACK • Provides opportunities to try the activity again • Includes what learners didn’t do in addition to what they did do • Uses a shared vocabulary that all can understand • Relies on mutual trust, the belief that the teacher and students are partners in the feedback process

  13. CHANGES IN THE LANDSCAPE • There has recently been a shift in focus from assessment OF learning to assessment FOR learning.

  14. ASSESSMENT FOR LEARNING • Assessment that occurs throughout the learning process that is designed to make each students’ understanding visible so that teachers can decide what they can do to help students progress.

  15. ASSESSMENT OF LEARNING • When we use assessment at the conclusion of a learning activity, we are using assessment OF learning.

  16. FORMAL FORMATIVE ASSESSMENT • Quizzes • Homework • Rough drafts

  17. WHAT’S THE DIFFERENCE • Assessment for learning is any assessment for which the first priority is to serve the purpose of promoting students’ learning • Collecting work, grading, returning vs. Collecting work, grading, giving feedback, returning • FEEDBACK ALONE MAKES THE GREATEST IMPACT ON STUDENT GRADES

  18. INFORMAL formative assessment can take place during any teacher-student interaction FORMAL formative assessment includes planned activities designed to provide evidence about student learning. TYPES OF ASSESSMENT FOR LEARNING

  19. Journaling Entrance slips Exit passes Wrap-around Sea of responses Quick check Freewrites Quickshares Mid-course correction Five-idea roam Muddies point RSQC2 Minute paper One-minute quiz Directed paraphrase INFORMAL FORMATIVE ASSESSMENTS

  20. OUR MESSAGE TO TEACHERS • What we need to do is more assessing (gathering information),not more testing, measuring and evaluating.

  21. WORDS OF WISDOM • “You cannot fatten the cattle by weighing them more. You have to FEED them.” Larry Lezotte

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