PROCEDE 2014 Formative+assessments
- 1. Ongoing/Formative Assessment Assessment Karen Gazith Ph.D.
- 2. Let’s start with a question •What methods have you used to assess students level of understanding of: oContent oSkill oAttitudes oBehaviors Karen Gazith Ph.D.
- 3. Teachers can enhance or destroy students’ desire to succeed in school through the use of assessment more than with any other tool they have at their disposal Karen Gazith Ph.D.
- 4. Supporting all students: the bridge Distinguished teachers are individuals who see themselves as bridges over which students cross then having facilitated their crossing joyfully collapse encouraging students to create their own bridges. Karen Gazith Ph.D.
- 5. •Jot down your thoughts •Share with a partner Karen Gazith Ph.D.
- 6. Karen Gazith Ph.D. The word ‘assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment, one should sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998) Do with not for
- 7. First and foremost •We need to slow down and allow time for investigative instruction Karen Gazith Ph.D.
- 9. 3-2-1 •3 ideas that resonated with me •2 questions that I have •1 way I can integrate what I learned into my classroom Karen Gazith Ph.D.
- 10. Share with a partner Karen Gazith Ph.D.
- 11. Effective feedback is… Descriptive Specific Relevant Timely Empowering Karen Gazith Ph.D.
- 12. Everyone responds •What are the five important elements of assessment? Karen Gazith Ph.D.
- 13. Focus on errors •Errors are never random – they provide enormous insight into student understanding Teachers must switch from evaluative thinking to interpretive thinking in order to understand student thinking. Karen Gazith Ph.D.
- 14. Feedback is…. •Specific: Based on the important concept in a lesson •critical for students to understand before you move on. •Timely: Asked throughout the lessons. •Corrective: Every student must respond to the question. You must be able to collect and interpret the responses from all students very quickly Karen Gazith Ph.D.
- 15. Hands up classrooms create •Answerers •Hiders Karen Gazith Ph.D.
- 16. The Cycle of Formative Assessment Identification of Objectives, Goals, Standards Targeted Instruction Data Gathering Data Analysis Responding to Data Karen Gazith Ph.D.
- 17. Ongoing/Formative Assessment Karen Gazith Ph.D.
- 18. •Checking knowledge, facts, skills •Check for misconceptions, buggy algorithms Karen Gazith Ph.D.
- 19. Place mat PMI Karen Gazith Ph.D. minus plus interesting minus plus interesting minus plus interesting
- 20. Reciprocal Teaching Dialogue as check-in •Summarize •Clarify •Generate a question •Predict Karen Gazith Ph.D.
- 21. Examine both sides •His actions were maladaptive Karen Gazith Ph.D. •He was appropriate in his actions
- 22. Response cards Karen Gazith Ph.D. I know I don’t know I understand I don’t understand Correct False My mind is working My mind shut down Yes No A B C D
- 23. Content Response Card Karen Gazith Ph.D. Verb Adjective Noun Setting Character Plot Period Question Mark Exclamation mark
- 24. Bingo – Find a person who is able to Explain ongoing assessment Provide an example of ongoing assessment What are the benefits of OA? Explain performance assessment Explain authentic assessment What are the key points to consider about effective per- assessments? Give 2 examples of unauthentic assessment Explain the difference between assessment and evaluation Which one of the 6 levels of understanding do you use most often? Name 3 things you learned since the start of this course Share one goal you have set for yourself next year to improve your assessment practices Explain the value of pre-assessment List three strategies to use for pre- assessment Self assessment is important because…. Explain assessment of, for and as learning Explain the difference between validity and reliability Explain the term - prerequisite skill List the revised Bloom’s taxonomy What are the six levels of understanding? What is the Latin root of assessment and what is its relevance to effective practice? What are the 5 stages in the cycle of ongoing assessment? Karen Gazith Ph.D.
- 25. Checking in.. •Purple: cautious •Yellow: on the launch pad •Green: Moving up •Blue: soaring •Red: full speed ahead Karen Gazith Ph.D.
- 26. Mini Fan •Use clasp to bind strips of paper together •Each strip has a questions, skill to review •Ask students to choose 3 and review oWrite 3 sentences with adjectives oConjugate 2 “er” verbs oReview 9x tables o4 characteristics of protagonist oList events in the story Karen Gazith Ph.D.
- 27. Karen Gazith Ph.D. Before and After: Digestion Preview Review Mouth Pharynx Epiglottis Esophagus Stomach Small intestine Large intestine
- 28. Questions Preview Review Comments How many physiographic regions are there? I know this very well. Where are they located? I need to review this again. Why is Canada divided into regions? What is the vegetation in one of the regions? I need to review this again. Karen Gazith Ph.D.
- 29. Partners A and B • Partner A talks for 1 minute summarizing what was learned. • Partner B talks for 1 minutes summarizing but can’t repeat anything that was said by partner A. Karen Gazith Ph.D.
- 30. Partner A and B •Partner with someone •Take out your handouts, notes •Partner A begins, summarizing for 1 minute •Partner B continues where partner A left off Karen Gazith Ph.D.
- 31. Let’s try – in pairs •Huh???? Aha!!!! Karen Gazith Ph.D.
- 32. Paraphrasing to summarize •So what I’m hearing is… •The bottom line then seems to be… •Let me make sure I have this right. You’re saying that… Or •So what the author is saying is… •In other words.. •The gist of it is… Karen Gazith Ph.D.
- 33. Double Entry Journal • What I heard What I think Karen Gazith Ph.D.
- 34. •What you think you know •What you know you know Karen Gazith Ph.D.