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Theory Into Practice™ Module II: Assessment

Theory Into Practice™ Module II: Assessment. ASSESSMENT is NOT a synonym for TESTING. ASSESSMENT IS… THE GATHERING OF INFORMATION FOR THE PURPOSE OF GUIDING INSTRUCTION. IT IS ASSESSMENT THAT HELPS YOU DISTINGUISH BETWEEN TEACHING AND LEARNING. STUDENTS DIFFER IN: How they learn best

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Theory Into Practice™ Module II: Assessment

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  1. Theory Into Practice™Module II: Assessment

  2. ASSESSMENT is NOT a synonym for TESTING.

  3. ASSESSMENT IS… THE GATHERING OF INFORMATION FOR THE PURPOSE OF GUIDINGINSTRUCTION.

  4. IT IS ASSESSMENT THAT HELPS YOU DISTINGUISH BETWEEN TEACHING AND LEARNING.

  5. STUDENTS DIFFER IN: How they learn best What interests them Readiness for the content LET’S TAKE A CLOSER LOOK…

  6. WHAT CAN BE ASSESSED?

  7. WHAT CAN BE ASSESSED?

  8. BREAK You Won’t Want to Miss What’s Coming Up Next!

  9. WELCOME BACK

  10. We tend to teach according to how we learn best. A teacher who is a strong auditory learner will prefer this modality when teaching—he/she might lecture more. Most people do not use sight, hearing, and touch equally during learning. People develop preferences for certain senses as they learn. 46% of people are visual learners. 19% of people are auditory learners. 35% of people are kinesthetic learners. Every lesson should be designed to include all three learning modalities: visual, auditory, and kinesthetic. Think VAK for every lesson. If a child is not understanding your lesson, you should reteach the concept to that child in his/her preferred learning style. Facts About Learning Styles

  11. IN A DIFFERENTIATED CLASSROOM… The More Ways You Teach, The More Students You Reach! V A K

  12. Page 23 Good at drawing Life of party Athletic Likes to be alone Likes math Can sing Likes to be outdoors Avid reader

  13. MULTIPLE INTELLIGENCES Bodily-Kinesthetic Interpersonal Intrapersonal Naturalist Verbal-Linguistic Logical-Mathematical Visual-Spatial Musical

  14. Multiple Intelligences Survey • Survey!

  15. STUDENTS DIFFER IN: How they learn best What interests them Readiness for the content LET’S TAKE A CLOSER LOOK…

  16. WHAT CAN BE ASSESSED?

  17. There are lots of tools to help you get to know the interests of your learners! Pages 25-29

  18. STUDENTS DIFFER IN: How they learn best What interests them Readiness for the content LET’S TAKE A CLOSER LOOK…

  19. WHAT CAN BE ASSESSED?

  20. Pre-assessment + Evaluation ASSESSMENT CONTINUUM Ongoing/Formative + Evaluation Summative + Evaluation Determination of students’ current levels of readiness in order to appropriately plan instruction Accumulation of information about students’ progress in order to make instructional decisions Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been met Evaluation – The judgment of students’ present understanding.

  21. Pre-assessment + Evaluation Intervention Ongoing/Formative + Evaluation Intervention Summative + Evaluation Reporting

  22. A Dipstick Doesn’t Add Oil

  23. FORMATIVE ASSESSMENT IS LIKE A GPS BECAUSE….

  24. Let’s Take A Look At Some Assessment Strategies!

  25. What Is It Like? What Is It? an array repeated addition “times” 64+64+64+64+64+64+64+64= 6% of 40 Multiplication What Is It Not? 640 ÷ 10 1468 - 25 division 64 x 10 = 640 * * * * * * * * * 8 “times” 6 Examples CONCEPT MAP

  26. K-W-L CHART

  27. ABC BRAINSTORM

  28. EXIT CARDS Today you learned about fractions. • List 3 things you learned. • Write at least one question you have about this topic. We have been learning about the Civil War. • If we got a new student tomorrow, what would you tell him/her about the Civil War that you have learned so far? • What questions do you have about this topic? We have been talking about the trait of voice in writing. • Write what the trait of voice means to you. • What is one way to add voice to your writing? On your exit card… • Explain the difference between prime and composite numbers. (You may wish to give examples of each as part of your explanation.)

  29. PRE-ASSESSMENTS CHART PAPER BRAINSTORM Grade Level ____ • ONGOING/FORMATIVE • & SUMMATIVE ASSESSMENTS

  30. ASSESSMENTS COME IN MANY FORMS • Written Documents • Posters • Visual Organizers • Projects • Power Point Presentations • Oral Presentations • Pictures • Skits or Plays • Songs • Mini-lessons • 3-D Models • Other:

  31. MAKE AND TAKE

  32. PARKING LOT

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