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What have we learned in ED 3504?, consistency across time, does it…
What have we learned in ED 3504?
Formative Assessment
Assessment for Learning
Collecting information on students progress
Feed forward
guide along the way, not just at the end
Students learn best when they have time to fix their mistakes
Should help students practice and develop skills needed for summative assessment
leads to future learning/ encourages growth
Many assessment strategies
Exit Slips
Google Forms
whiteboards
tickets to class
5 finger feedback
Class Discussion
UNDERSTANDING BY DESIGN
provides teachers with an understanding of where students are at in their learning
Low stake/ ungraded
Should be used frequently with low pressure stakes
Should cause students to THINK
How can your students demonstrate what they know?
Encourages further learning
Should provide students with constructive feedback
most effective when not accompanying a grade and when provided after a little delay
Informal
Fist to Five
Whiteboards
Four Corners
Formal
Exit Slips
Tracked Observation
Worksheets that are not graded
encourage students to go deeper with their learning
What tools can I use to formatively assess my students?
Summative
Assessment
Assessment of Learning
based off of learning objectives
Isn't the only method of finding out what students know
assesses where the students learning is at at a particular snapshot in time
Performance Task
Circle around to our learning objectives
Summative assessment is not the only way to measure student learning
assessment FOR or OF learning
for learning- results in continued learning
times are changing and standardized testing is not the only way to assess student learning
Using previous assessment to guide future learning and teaching
Can be turned formative
the stress surrounding summative assessment and ways to manage it
Assessment
Validity
Content validity
How adequately does assessment samples the intended learning outcomes taken from the curriculum.
-Studetns understand the content of the lesson
Concurrent validity
Evidence of how accurately an assesment compares with another assessment where they measure the same thing.
Consequential Validity
The appropriateness of the intended and unintended outcomes that ensue from assessment
Reliability
Will student be able to recognize and clearly display what is asked of them?
Are the instructions/rubric clear enough for students to understand before beginning their project?
Fairness
what works for one student may not work for another
Does assessment accurately reflect/refer to what you have taught
differentiated learning
does it provide each student with an equal "playing ground"
Equity
Differentiation :
Different methods of instruction
Explaining orally, written handout
Providing options
partners vs alone
Different strokes for different folks, don't limit how you assess your students
formative
used frequently
easy and effective
Types of formative assessment
Formal or Informal
Alignment
Does CURRICULUM align with INSTRUCTION link to ASSESSMENT?
summative
Assessment of learning
performance assessment tasks
Performance Tasks
Showing evidence of learning
this can be done in more than one method
give students choice about this
Allow for differentiation
Performance tasks should be directly related to the curriculum and content taught
Ensure that what you are asking for focuses on what the goals of the lesson(s) were and has connection and meaning
Isn't all bad, isn't all good. Find the balance
May be a useful tool to motivate students
Rubrics
Rubrics need to be clear and student friendly in order to support student learning
Student Oriented
Types: Holistic, analytic or single-point
use student centred language to ensure students understand the expectations
Rubrics need to be fair, valid, and reliable
Provides clear expectations for students
should align with instruction
Practical Implications of Assessment
You have to use the information gained somehow, not just hoard the numbers and grades
Are you measuring what students actually know, or just what you have taught?
It is difficult to differentiate assessment based on individual learning supports but it necessary in order to accurately receive date from your students
You know what you have to reteach or if you can move forward
Should be part of learning, not just an end product
Are you providing multiple ways for students to demonstrate their learning?
Why do we need to think about assessment?
Because the different ways that we choose to assess have and impact on the students that we teach and how we understaind what they know
How are we gaging student learning.
Is it fair, equal, and reliable?
Massive real life implications for assessment
Have to think about how these assessments will be used; what information this will provide and to who.
Society indicates a need for grades and ranking of people. When we do these assessments we need to ensure that we are conducting them fairly.
it is ongoing and continually needs to be reflected on
consistency across time
does it actually measure what you're trying to measure