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Early Release Professional Development

Early Release Professional Development. NC FALCON Module 3: Collecting and Documenting Evidence February 16, 2011 Kathy Walker. Connections. Assessment for Learning. NC Falcon Module 1 Importance of Formative Assessment. What is the purpose of Formative Assessment.

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Early Release Professional Development

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  1. Early Release Professional Development NC FALCON Module 3: Collecting and Documenting Evidence February 16, 2011 Kathy Walker

  2. Connections

  3. Assessment for Learning NC Falcon Module 1 Importance of Formative Assessment

  4. What is the purpose of Formative Assessment • Students feel like winners • “Failure is not an Option” • Student empowerment intrinsic motivation • Teacher empowerment, intrinsic motivation • Synergy Assessment of and for learning • Creating, Differentiating, and Implementing Meaningful and Quality Assessments • Provides clear structure

  5. Assessment Types • Summative – • Assessment Of Learning • Given at the End of the School Year • EOC/EOG • Autopsy • Benchmark- • Assessment Of Learning • End at a point of Instructional Cycle • 4wks./9wks./End of unit/Common Formative Assessment/Predictive Assessment • Doctor’s Check Up/Physical

  6. Keys to Quality Classroom Assessment Accurate Assessment Process Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? NC Falcon Module 1 Effectively Using Assessments Sound Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

  7. Creating Common Formative Assessments Balanced Assessment Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Summative Provides evidence achievement to certify a student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Assessment for learning Use classroom assessments to inform teacher’s decisions Formative uses of summative data Use of a summative evidence to inform what comes next for individuals or groups of students

  8. How is formative assessment used in the classroom and school? • Check for understanding • Identify gaps and areas to improve • Help students make correction, determine errors, and make revisions • Provide descriptive feedback • Reflect and analyze • Determine additional needs

  9. How is formative assessment used in the classroom and school? • To share progress • Models of strong and weak work • Sequencing of instruction • Ready for more • When to rigor • Differentiate. • Create student/teacher partnerships

  10. Module 2NC FalconLearning Targets and Criteria for Success

  11. Keys to Quality Classroom Assessment Plan Do Study Act Accurate Assessment Process Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? NC Falcon Module 2 Effectively Using Assessments Sound Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

  12. Identifying Clear Learning Targets • NCSCOS Goals/Objectives • Review of Data to determine Essential, Important, Nice to Know, and Maintenance • % tested on EOG/EOC • Review to determine sequence of instruction • Objectives Deconstructed/Unpacked • Objectives written in student-friendly language • Identify Key/Essential Vocabulary

  13. Identifying Clear Learning Targets • Determine if the objective/skill is Knowledge, Reasoning, Performance Skill, and Product Targets- • Determine “Depth and Breadth” -Deep and Wide – How much of the curriculum do we cover and how deep do we go into instruction? • Are targets unclear?

  14. Identifying Clear Learning Targets • How do we set the learning objective for students to understand? • Are students able to articulate the learning objective?

  15. Criteria for Success • What is the plan for ensuring students learn the target? • How will you know if students learned the objective?

  16. Module 3NC FalconCollecting and Documenting Evidence

  17. Keys to Quality Classroom Assessment Accurate Assessment Process Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? Plan DoStudy Act NC Falcon Module 3 Effectively Using Assessments Sound Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

  18. Collecting and Documenting Evidence • Choosing the right assessment type • Target method match • How do you know the assessment you choose will measure each students learning successfully? • How do I provide assessment checks that aren’t paper/pencil assessments?

  19. Collecting and Documenting Evidence • Do I use a variety of assessment? • How do I differentiate formative assessment? Do I know why this is important for students? • How do I allow students to show visually their learning, to show their learning by hands on activity or manipulation, through speaking, and auditory learning? • Am I willing to differentiate assessment?

  20. Collecting and Documenting Evidence Table Talk… • How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice?

  21. Collecting and Documenting Evidence Table Talk… • Can I correlate effort/participation to formative assessment checks?

  22. Collecting and Documenting Evidence • What assessment strategies have I taught students to improve their assessment taking skills? • What is the conversation I am having with students to see which strategy impacted the learning and performance on assessment? • How do I allow for student reflection and error analysis with formative assessment?

  23. Connections

  24. Keys to Quality Classroom Assessment Accurate Assessment Process Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? NC Falcon Module 1 Effectively Using Assessments Sound Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

  25. Keys to Quality Classroom Assessment Plan Do Study Act Accurate Assessment Process Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? NC Falcon Module 2 Effectively Using Assessments Sound Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

  26. Keys to Quality Classroom Assessment Accurate Assessment Process Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? Plan DoStudy Act NC Falcon Module 3 Effectively Using Assessments Sound Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

  27. PLC Follow-up • Use dots to identify your level with ISS initiatives.

  28. Thank You For your time and participation

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