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Team Quetzals - Coggle Diagram

- - - - Virtual tools, socrative, Kahoot
        
        https://www.youtube.com/watch?v=YsQ10VdR9DA&ab_channel=Kahoot%21
        
        Entry and exit tickets
        
        Class discussions
        
        Progress reports
        
        Group projects
        
        Portfolios
        
        Quizzes, Short, regular
        
        Written feedback
        
        Keep them short
        
        Help you track how students knowledge is growing and changing in real time
        
        Gives information to adjust teaching strategies
        
        Help teachers understand student learning
  - - - End-of-term or midterm exams
        
        Cumulative work over an extended period such as a final project or creative portfolio
        
        Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels
        
        Measure student progress
        
        Can assist with communication student progress
        
        Keep it real world relevant
        
        Make questions clear and instructions easy to follow
        
        Give a rubric so students know whats expected of them
        
        Recording a podcast
        
        Writing a script for a short play
        
        Producing independent study projects
        
        https://www.youtube.com/watch?v=SjnrI3ZO2tU&ab_channel=TeachingsinEducation
        
        https://www.youtube.com/watch?v=-zPGJZwKuJM&ab_channel=IsabellaJones
- - - - Exams
      - Mid-terms
      - Standardized tests
  - - - Peer writing review
        For ELA / ESL)
      - Buddies
      - Formal/Informal self assessments
  - - - Examples
        
        Questioning and discussion: Think Pair Share
        What is TPS?
        
        Feedback from the teacher: Comment-only marking
        
        When marking learners’ homework assignments, give a constructive comment instead of giving a grade and a comment (or only a grade).
        
        Feedback from the learner: Traffic lights
        
        Peer feedback on an assignment
        
        This activity introduces learners to the peer feedback process. Learners give each other feedback about an assignment that they have just completed.
- - - - Questions to ask when putting together the assessment:
        
        Are teachers confident and able to adapt the curriculum as a result of their diagnostic assessment e.g. take more curriculum time to reteach a concept?
        
        How are pupils being selected to receive additional support e.g. tutoring? Is reliable data being used to inform those judgements?
        
        When standardised assessments are used, are staff trained in how to interpret the outcomes of the assessment in order to plan the next steps in learning?
        
        Is any additional support as a result of diagnostic assessment closely aligned with the curriculum so that that intervention itself may hamper subsequent pupil progress?
        
        How will we best sequence assessments throughout
        the academic year?
        
        What assessment tasks will give us the best diagnostic information about the prerequisite knowledge, skills and competencies we want our pupils to develop?
        
        Examples:
        
        Socratic style discussion
        
        Mind-maps
        
        Reading fluency scale
        
        Quizzing
        
        References:
        
        Cf.
        
        Gersten, R., Jayanthi, M., Newman-Gonchar, R., Anderson, D., Spallone, S., & Taylor, M. J. (2020). The Reliability and Consequential Validity of Two Teacher-Administered
        
        Student Mathematics Diagnostic Assessments. REL 2020-039. Regional Educational Laboratory Southeast.
        
        Gurel, D. K., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science.
        
        Jang, E. E., & Wagner, M. (2013). Diagnostic feedback in language classroom. In A. Kunnan (Ed.), Companion to language assessment. Wiley-Blackwell.
        
        Lake, R., & Olson, L. (2020). Learning as We Go: Principles for Effective Assessment during the COVID-19 Pandemic. Center on Reinventing Public Education.
        
        Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work?. Routledge.
        
        Zutell, J. & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading fluency in. Theory to Practice, 30, 211-217.
- - - - Consist of:
        
        Developmental Checklists
        
        Checklists covering domains such as language and literacy, mathematical thinking, and physical development, are designed to reflect developmentally appropriate practices. Teachers use checklists throughout the year to create profiles of children's individualized progress in developing skills, acquiring knowledge, and mastering important behaviors.
        
        Portfolios
        
        These purposeful collections of children's work illustrate their efforts, progress, and achievements over time. Teachers and children can compile the collections together from work completed in the classroom. As they talk together about the child's interests and progress, they develop new activities for the child to focus on.
        
        Summary report
        
        A summary report consists of a brief narrative summary of each child's classroom performance. It is based on teacher observations and records that are kept as part of the system. In completing this summary, teachers should carefully review the checklists and portfolios and then make overall judgments in order to report to parents, administrators, and others about each child's activities and progress.
        
        Cf. https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-brief
        An interesting article discussing:
        
        Using Performance Assessments to Support Student Learning
        
        How District Initiatives Can Make a Difference
        
        Performance assessments as part of a robust assessment system in which students show what they know by writing an essay, curating a portfolio of work, or conducting original research. Ultimately, performance assessments can allow students to demonstrate college and career readiness through a culminating assessment—such as a graduate capstone or senior portfolio defense. The report on which this brief is based documents the work of three districts involved in the California Performance Assessment Collaborative: Los Angeles, Oakland, and Pasadena Unified School Districts. Through interviews, focus groups, and observations, we identify the key conditions needed to support the implementation of culminating performance assessments at the district, school, and classroom levels. We also examine students’ and educators’ perceptions of outcomes related to participation in performance assessment initiatives. Finally, we summarize lessons from the districts’ experiences with performance assessments and present associated recommendations to district leaders and state policymakers.