Assessment
- 1. Assessment and Grading tips, techniques, & strategies
- 2. Have a plan
- 3. Have a plan • talk to other teachers in core area
- 4. Have a plan • talk to other teachers in core area • work with the school’s system and expectations
- 5. Have a plan • talk to other teachers in core area • work with the school’s system and expectations • support your observations
- 6. Have a plan • talk to other teachers in core area • work with the school’s system and expectations • support your observations • be deliberate - every question/action serves a purpose
- 7. Have a plan • talk to other teachers in core area • work with the school’s system and expectations • support your observations • be deliberate - every question/action serves a purpose • NO SURPRISES FOR ANYONE
- 8. Stay on top
- 9. Stay on top • avoid letting assignments pile up
- 10. Stay on top • avoid letting assignments pile up • plan for when you will be grading when writing lesson plans
- 11. Stay on top • avoid letting assignments pile up • plan for when you will be grading when writing lesson plans • know the schedule for your grading periods
- 12. Stay on top • avoid letting assignments pile up • plan for when you will be grading when writing lesson plans • know the schedule for your grading periods • not every assignment needs assessed
- 13. Stay on top • avoid letting assignments pile up • plan for when you will be grading when writing lesson plans • know the schedule for your grading periods • not every assignment needs assessed • know why and what you are assessing
- 14. Stay on top • avoid letting assignments pile up • plan for when you will be grading when writing lesson plans • know the schedule for your grading periods • not every assignment needs assessed • know why and what you are assessing • meaningful assessment provides feedback - not just numbers (not all assessment is/needs to be meaningful)
- 15. Stay on top • avoid letting assignments pile up • plan for when you will be grading when writing lesson plans • know the schedule for your grading periods • not every assignment needs assessed • know why and what you are assessing • meaningful assessment provides feedback - not just numbers (not all assessment is/needs to be meaningful) • set and meet expectations for students and parents
- 17. Elements of a Plan how to measure curricular success or goals and mastery outcomes assignment weighting of types assignments
- 18. key questions what are skills or why are you content? you assessing? both? assessing? what will how do I how will this know I assessment you use doing “it” tell you? the info? right?
- 20. things to investigate • portfolios • rubrics • performance assessment • ask around about writing a good quiz/test
- 21. Rubrics •Scoring guide to evaluate performance based on a range of criteria •Working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about how to complete the activity. •Enhances the quality of direct instruction & active learning practices.
- 24. music video rubric activity
- 25. A Million Ways by OK GO
- 28. Does this word cloud accurately represent Scout? Why or why not?
- 30. Summary • have a plan and stick with it • work with school’s system • support your observations with evidence • know the “what” and “why” of each assessment • ultimate goal is improved student performance & understanding • set expectations and keep them
Editor's Notes
- #2: \n
- #3: first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #4: first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #5: first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #6: first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #7: first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
- #8: \n
- #9: \n
- #10: \n
- #11: \n
- #12: \n
- #13: \n
- #14: \n
- #15: \n
- #16: bring things forward from last assessment - score for each \n
- #17: but my thing is just science... no! your new thing is teaching science and the unwritten curriculum \n
- #18: \n
- #19: \n
- #20: \n
- #21: \n
- #22: \n
- #23: \n
- #24: \n
- #25: \n
- #26: \n
- #27: \n
- #28: \n
- #29: \n