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Curriculum

Curriculum. Instruction. Assessment. Our Objectives. 1 . You will be considering formative assessment practices when designing your lessons. 2 . That we all walk away with a more universal idea of what CIA can be at GESS. Activate!.

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Curriculum

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  1. Curriculum Instruction Assessment

  2. Our Objectives 1. You will be considering formative assessment practices when designing your lessons. 2. That we all walk away with a more universal idea of what CIA can be at GESS.

  3. Activate! • In groups of no more than four, share an assessment war story. • 1 minute per person • Can be from a teacher, student, or parent perspective.

  4. Acquire! So You Think You Can Clap…

  5. “I Want To Be the Starting Tailback” • http://www.youtube.com/watch?v=KStqDThoZsU • Table talk: What might this look like in a classroom?

  6. Do overs? • Rick Wormeli’s video http://www.youtube.com/watch?v=TM-3PFfIfvI&list=PLldz0L5JTavCVoEDqEC5YZ7rUTGOGwgwg • Table Talk Discuss Wormeli’s idea of offering redos, retakes and do-overs.

  7. What is the difference? • Formative Assessment – assessment for learning • Summative Assessment – assessment of learning • http://www.youtube.com/watch?v=kPf0nQFfv50 This video wasn’t on our list of videos. But it is good. But it does fit here!

  8. Formative Assessment • Assessment for learning • Assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes (also called diagnostic learning). • This information is not used for grading purposes. • It is about intrinsic motivation and satisfaction of learning activities and not the extrinsic reward of a mark. • Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.

  9. Formative Assessment • "The thrust of formative assessment is toward improving learning and instruction. Therefore, the information should not be used for assigning "marks" as the assessment often occurs before students have had full opportunities to learn content or develop skills". • Manitoba Education and Training, Reporting on Student Progress and Achievement: A Policy Handbookfor Teachers, Administrators and Parents. Winnipeg, 1997,9.

  10. Formative Assessment • "The ongoing interplay between assessment and instruction, so common in the arts and athletics, is also evident in classrooms using practices such as non-graded quizzes and practice tests, the writing process, formative performance tasks, review of drafts, and peer response groups. The teachers in such classrooms recognize that ongoing assessments provide feedback that enhances instruction and guides student revision.” • McTighe, J., "What happens Between Assessments," Educational Leadership, Dec. '96-Jan. '97,11

  11. Summative Assessment • Assessment of learning • Assessment experiences designed to collect information about learning to make judgments about student performance and achievement at the end of a period of instruction to be shared with those outside the classroom. • This information (performance data) is compiled as a grade.

  12. AAC – Ah ha moments • Russ • Deena • Jason • Marnie • Monica

  13. Apply! • Can you hit the target activity. • Table talk: • What did you notice about the feedback you had to give? • When did it work? And, when didn’t it? • How could you apply this to your classroom? Dylan Wiliams video http://www.youtube.com/watch?v=n4vA2quoYio&list=PLldz0L5JTavCVoEDqEC5YZ7rUTGOGwgwg

  14. Journals Reflection options: 1) I used to think... Now I think... 2) general reflection on what we've done 3) rewrite your learning goal... Be bold: Commit to ONE formative assessment strategy you can try in your classroom.

  15. CIA Inventory Please ... • Put your name on it • Fill it in (both sides) • We will pick it up from you!

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