Please enable JavaScript.

Coggle requires JavaScript to display documents.

EDUC 5013 Research and Assessment (WEEK ONE ((-Don’t give marks for…

- - - - • help teachers to plan instruction for learning;
      - • provide a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards;
      - • establish categories and criteria with which to assess and evaluate students’ learning (OME, 2010, p. 16).
      - • provide a common framework that encompasses all curriculum expectations for all subjects/courses across grades;
    - - Knowledge
        -subject specific content (knowledge)
        -the comprehension of its meaning and significance (understanding)
      - Application
        
        select the appropriate “tool” (representation, model, computation) or get the necessary information
      - Thinking
        -select more than one tool and sequence them (e.g., add first then subtract) or use reasoning to determine the explanation. There may be more than one way to answer these questions.
      - Communication
- - - - • To establish a strong foundation for learning in the early years
      - • To help children make a smooth transition from home, child care, or preschool settings to school settings
      - • To allow children to reap the benefits of learning through relationships, and through play and inquiry
      - • To set children on a path
  - - - • Play-based and inquiry learning.co-constructors of learning
      - • Moving from culture of teaching towards a culture of learning
      - • Learning environment as educator
      - • Embedded literacy and mathematics
      - • Documentation of learning
      - • Collaboration and communication with partnerships
  - - - • Connectedness to others
      - • Relationships with others (e.g. community, world around them)
      - • Child’s contributions as part of a group, a community, and the natural world
  - - - Educator team analyzes and interprets evidence collected
      - Ongoing: used to design programming and drives the instruction of the educators
      - Provides insights into child’s current thinking
- - - - Fast and efficient
      - Easy way to explain grades
      - More info in less space
      - Provides insight into areas of strength/ improvement
    - - Does not allow for in-depth observation
        
        No middle (positive or negative)
        
        Does not account of outside factors
    - - By teachers to organize student progress
      - By students for self regulation and independent practice
      - By students to peer-review and give constructive feedback
      - By students to track their own work/ progress
    - - • Catch observations of students that would otherwise be missed
        
        • Identifies strengths and challenges
        
        • Builds a picture of students’ achievement
        
        • Focuses on development (cognitive, physical, communicative, emotional, social)
        
        • Great for writing progress reports and report card comments
        
        • Parent-Teacher/Student-Teacher conferences
        
        • Behaviour & mental health tracking
        
        • Provides feedback on your teaching and allows for changes
        
        • Formative assessment
        
        • Can see development and growth in students
      - • Keep comments focused, brief and objective
        
        • Comment regularly and on different subjects/activities
        
        • Use a class list to ensure all students are being observed (check off next to the name each time)
        
        • Review the notes and summarize any trends
        
        • Store them together
  - - - ● Self and peer assessment allow students to assess their own work, or peers’ work
      - ● Students gain a better understanding of success criteria and learning objectives
      - ● Once integrated into learning, self and peer assessment becomes an important part of student learning
    - - ● Motivates students to do their best
      - ● Students are more critical of peers’ work than teachers
      - ● Allows for students to engage with one another
      - ● Allows for more feedback before students receive final grade
    - - Giving Peer Feedback
      - ☑ Respect the work of others
      - ☑ Identify successful features
      - ☑ Think about learning objectives and success criteria when suggesting improvements
      - ☑ Word suggestions positively
- - - - 1.Help students understand the role of formative assessment.
      - Begin with clear Knowledge, Understanding, and Dos
      - Make room for student differences.
      - Provide instructive feedback.
      - Make feedback user-friendly.
      - Assess persistently.
      - Engage students with formative assessment.
      - Look for patterns.
      - Plan instruction around content requirements and student needs.
      - Repeat the process.
- - - - •Change your instruction
      - •Make decisions to support student options/placements
      - •To help think about program choices and policy
      - •To ensure accountability