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Assessment Presenters Claudia Fayad - Colombia Jimena Taboada - Uruguay

Assessment Presenters Claudia Fayad - Colombia Jimena Taboada - Uruguay. Rio de Janeiro – August 2013. Four Truths and a Lie. 1. Three of us went downtown at night in ‘dangerous’ Rio! 2. A small group of us wined and dined in Lapa!

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Assessment Presenters Claudia Fayad - Colombia Jimena Taboada - Uruguay

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  1. AssessmentPresentersClaudia Fayad - ColombiaJimena Taboada - Uruguay Rio de Janeiro – August 2013

  2. Four Truths and a Lie 1. Three of us went downtown at night in ‘dangerous’ Rio! 2. A small group of us wined and dined in Lapa! 3. We saw a well-known television actor riding his bike in Copacabana! 4. At least 5 of us dabbled our toes in the ocean! 5. Some of us found, and drank, Starbucks!

  3. New PYP Curriculum Model

  4. Examples of how to group students * Clock example * Colored papers * Rainbow Groups * Cut up a postcard

  5. What is understanding? Take 1 minute to share with the people at your table and come up with your definition of understanding. Be prepared to share one idea from each group!!!!

  6. When we truly understand, we can… * Explain * Interpret * Apply * Have Perspective * Can Empathise * Have Self-Knowledge 6 Facets of Understanding Y:\Temporary Files (will be deleted each end of year)\PYP Workshops-Rio\PYP Presentation Assessment

  7. What to do? Choose learning engagements that teach knowledge and skills and allow room for students to propose their own ideas! Multiple Intelligences

  8. * Assessment - gathering information about the learning process *Evaluation - making judgments about the data and evidence gathered. * Grading - assigning a “quantifier” to a piece of evidence.

  9. Assessment Strategies and Key Concepts Temporary Files (will be deleted each end of year)\PYP Workshops-Rio\PYP Presentation Assessment

  10. Effective Feedback * FEED FORWARD - move the child into the next zone of development. They need to know what to do to improve. This is more important than the grading. * No feedback is better than ‘sugar-coated’ feedback. * Should be thought provoking.

  11. Effective Feedback Y:\Temporary Files (will be deleted each end of year)\PYP Workshops-Rio\PYP Presentation Assessment

  12. Formative Assessment * Link between assessment and instruction - need to use more formative to move students to understanding of the target (making soup, you taste it - formative assessment, the customer eats it - summative assessment). * More measures might be needed to facilitate the process for the student.

  13. Formative Assessment Ideas Peer / self assessment Monitoring oral discussion Written or visual reflections Questioning / responses Drafts and evidence of thought processes Journals Quizzes / pre-tests Hand signals Observations / anecdotal check-lists Reading reflective journals Whiteboard feedback Exit cards KWLs, journals recordings, diaries Bell retell Muddiest point One-minute essay Chain notes Learning logs Test questions / Questions Find the errors Debriefing students on their progress Stop light checks

  14. Assessment * Should be cyclical to use different forms of assessment. * We must collaborate to design our assessment. * Differentiated assessment is necessary to meet different student needs. * Level the field so that students can experience success.

  15. Forms of Assessment * Observations * Language and math continuums * Process-Focused assessment * Performance Assessment Task * Selected Responses (multiple choice) * Checklists * Rubrics * Exemplars

  16. Assessment Types ComparisonY:\Temporary Files (will be deleted each end of year)\PYP Workshops-Rio\PYP Presentation Assessment

  17. Specific Information about Rubrics * Develop rubrics that can be applied to more than one grade level. * Don’t need rubrics for everything-can use other forms, e.g. checklists, a question, etc. (see slide 5 for suggestions) * Rubrics can be difficult to use with preschool - continuums are more suited. * Grading levels should not contain hidden messages and be value free.

  18. IMPORTANT INQUIRY DOESN’T HAVE TO LEAD TO ONE ANSWER! Assessment is not a synonym of grading. It is a strategy to use, evaluate and then grade.

  19. Thank you for joining us today!

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