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ASSESSMENT, T adjusts their teaching strategies REAL TIME according to SS…
ASSESSMENT
FORMATIVE assessment
Teacher > Students= supportive feedbacks (end of lessons), constant interaction (during lesson), no pressure of mark > no mark
aims at knowing the effectiveness of the teaching strategies, tracking SS knowledge as a SNAPSHOT = istantanea
a positive T’s reinforcement (ex: little praise/award or kind words) OR Continuous observation
during the lesson.
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SS' Self evaluation/peer or group work evaluation: take responsibility for their learning process, how they feel during the lesson, learn metacognitive process - GROUP = constructive criticism
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GRADE-BASED / NON GRADE-BASED: concrete grade attached to them that communicates student achievement to teachers, parents, students, school-level administrators and district leaders.
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DIAGNOSTIC assessment
initial, to evaluate the starting point of a student's learning process (pre-requisites)
examples:
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Graphic organizers (e.g., mind maps, flow charts, KWL charts)
should be: AUTHENTIC, REAL, ON TIME, OBJECTIVE
LAWS:
- L.122/22 2009 (student and integration)
- art 1994,297
- n.62/2017 competences certifications (4 indications)
- civics n.66/17
for SS it helps with:
- critical thinking skills,
- problem-solving and
- encourages students to set achievable goals for themselves and objectively measure their progress.
for T
it helps shape the learning process at all points (adaptation REAL TIME in class), and give you insights into student learning.
- T adjusts their teaching strategies REAL TIME according to SS feedbacks