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Refining Assessment

Refining Assessment. Kindergarten October 20, 2011. Our Day. Year Plans, Invitations, & Provocations Refining Our Assessment. We are making the shift. Our ability to view what the curriculum really is Our advanced skills in observing children

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Refining Assessment

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  1. Refining Assessment Kindergarten October 20, 2011

  2. Our Day Year Plans, Invitations, & Provocations Refining Our Assessment

  3. We are making the shift.... • Our ability to view what the curriculum really is • Our advanced skills in observing children • Our ability to analyze children’s thinking and development to see new levels of complexity • Our ability to practice new skills and try new ideas • Our experience that leads us to trusting children and oneself to co-creating the curriculum • Our understanding of making learning visible • Our ability to reflect and plan for instruction from our assessment

  4. Kindergarten Year Plans • Share each other’s Year Plans • What is similar? • What is different? • What are the necessities of a year plan?

  5. Year Plan Components Preamble : In Kindergarten, children explore, wonder, and investigate (through play) in their natural or constructed environments. Children can co-construct the curriculum with teachers based on the students’ emergent interests. Teachers structure, scaffold, make adaptations, develop essential questions, construct conversations, prepare invitations and opportunities for play and inquiry to further student’s learning through the renewed and emergent curriculum. Assessment is ongoing in the Kindergarten program and children will progress in all curriculum outcomes along the learning continuum based on their individual readiness and developmental levels. Outcomes are revisited throughout the year.

  6. Components • Pacing Guide with Flexibility (explained in preamble) • All Outcomes Presented • Key Learning Experiences: • Invitations/Provocations • Big Ideas • Essential Questions

  7. Provocations and Invitations • Listening closely to the children and devising a means for provoking further thought and action. • An invitation might be an intriguing set of materials that tie into the children’s interest, something new in a learning centre, a display that invites hands-on exploration, or perhaps library books on a topic.

  8. Putting It All Together

  9. Refining Assessment What are High Quality Assessment Tools? How does Assessment drive Instruction? How do we measure Personal and Social Development in subject areas?

  10. Part 1: Assessment Activity Analyze the assessment evidence that you have brought with you today. Pull up the rubric that you would assess this evidence. As a group, discuss where your student would lie on the continuum of learning on the rubric. Each person in your group will share their assessment evidence.

  11. Ask these questions for each sample... • How consistent were your group members in deciding the level on the continuum? • Does the assessment event fit the criteria as defined within the rubric? Does this experience match the criteria? • What would exceeding expectations look like in this assessment? How would it be different from meeting expectations? • How could the assessment event be made more reflective of the outcome and its rubric criteria? • How could we structure this assessment for better management?

  12. Professional Think Aloud: Assessing Learning • Video Clip: A present for mom • CCK.4 Writing a message. • Focus on Message & Language Cues & Conventions

  13. Oct. 20 Oct. 20 Oct. 20 Oct. 20 Oct. 20 Oct. 20

  14. Boy Girl

  15. Now what?...Reflective Lens • What props, materials, conversations, questions, activities will be presented tomorrow for these children? • Learning Plan

  16. Part 2: Assessment Instruction Activity • How does your instruction change tomorrow based on the information you have gathered today? How does your assessment drive your instruction? Even if it’s summative how does this information inform you to your next learning outcome? • Now what? What do you do? What invitations, props, assessment events, and conversations do you need to facilitate? How does your learning plan change? How do you look at today so that it becomes meaningful tomorrow?

  17. Part 3: PSD Rubric Activity • What does the criteria of the PSD look like in various subjects? • When and how would you measure these criteria in subjects? • What feedback and questions do you have about the PSD Rubric? • Submit the template at the end of this activity.

  18. Document the journey, not just the destination. If you document the journey on StudentsAchieve; it communicates the process for you, the student, and the parents.

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