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Assessment in Literacy - Coggle Diagram
Assessment in Literacy
The Story
Perspectives throughout this book
wise teacher
guidance on how to live better - but too set in their ways
professor
variation on wise teacher that is sometimes teacher/magician/trickster + rebel
magician
able to see beyond the obvious - highlight technology for assessment
trickster = where assessment traps lie
sage leader/royalty - authority figure occasionally lets power get the better of them, but foster growth - effective principal/admin tips
rebel - stand out and don't mind taking oppositional position
hero - the reader of the book + their students
Purpose
Instructional Rules
Communicative uses
Administrative uses
Guidance uses
What does assessment DO:
means the same as evaluation
high stakes = indicator of quality of teacher skills
high stakes covers a lot of ground - teachers must cover it all
they are both objective and subjective
teachers would rather just teach and not worry about assessment
Knowing what to assess
Knowing our students
Cumulative Files
Stand at the Door
Wander Around
Student Conferences
Knowing Standards + Objectives
Formative, Summative, Benchmark Assessments
Gathering Information + Evidence
Interpreting + Analyzing Info p. 29 Figure 2.5
How are multiple feedback opportunities achieved
What types of feedback info will be provided and by who
How will learner performance be used to influence design of later tasks
Day by Day + Instruction & Assessment
Bond Between Instruction & Assessment
Checking for understanding. p. 49-55
praise, prompt, and leave
red cup, green cup
thumbs up!
exit ticket
Responding to student errors p. 54
factual
procedural
transformational
transcription
misconceptions
Feed back = benchmarks/checkpoints
what is it? response to info from a source sent back to the origin
Feed Up = goal related - tied to success criteria
assists students in setting realistic goals according to feedback
answers: where am I the student going?
Feed back = assists students in understanding how they are learning and accomplishing goals
answers: how am I going?
Feed forward = how can students improve
self regulation
answers: where to go next?
opens additional possibilities
Finding the Right words for feedback. p. 73-79
Day to Day
Classroom = formative + summative
Assessment AS Learning = Student SELF-assessment
Tools for Assessment
Discussion + Collaboration
Observation
Checklists
Rubrics
Constructing p. 91-93
Learning Progressions
Portfolios
Presentations
Pre assessment Tools
Student created artifacts
Peer Review Groupwork
Grading + Scoring