Evidence

What is the evidence of understanding?

Know

The two broad categories of assessment What a rubric is Identify the components of a rubric Types of effective feedback What information belongs in a grade book

Be Able to Plan a unit of instruction using Backward Design Identify various types of assessment that might be

used to gather evidence of learning at different levels

Provide examples of how formative and summative assessment might be used to guide instruction

Use resources to design performance/authentic assessment

Provided suitable feedback on student work Develop effective procedures for organizing a grade

book

Understand

Why it is important to use a variety of assessment tools How formative and summative assessments can be

used to guide instruction When it is appropriate to use performance/ authentic

tasks How rubrics can provide consistency in classroom

assessments How feedback can effect learning The importance of organizing student data in a grade

book

What Word Does Each Uppercase Letter Represent?

1. 8 P in the S S.

2. 1760 Y in a M.

3. 640 A in a S M.

4. 6.0221415×1023 A in a M.

5. 52 C in a D of P C.

6. 206 B in the H B.

8 Planets in the Solar System

1760 Yards in a Mile

640 Acres in a Square Mile

6.0221415x10^23 Atoms in a Mole

52 Cards in a Deck of Playing Cards

206 Bones in the Human Body 

KWL Evidence of Student Learning [37]What do I

already Know?What do I

want to Learn?What did I

Learn?

Activating Strategy

While Carousel Brainstorming, students will rotate around the classroom in small groups, stopping at various stations for a designated amount of time. 

While at each station, students will activate their prior knowledge of different topics or different aspects of a single topic through conversation with peers. 

Ideas shared will be posted at each station for all groups to read.

Carousel Brainstorming1. What types of assessments are most frequently used in K-12

schools?2. What types of assessments are most frequently used in post-

secondary schools?3. What types of assessments are used in the business world?4. What types of assessments are used in the field of politics?5. How should teachers be assessed?6. What keeps students from becoming successful in school?7. How is the business world similar to schools today?8. How is the business world different from schools today?9. What are characteristics of academically successful students?10. What are characteristics of students that will succeed in spite of

their academic background?11. What can teachers do to relate their subject to the “real world”?

Carousel Brainstorming [37]

Summarize the steps What would be a good topic for this

strategy? List a few prompts or questions

Review: Backwards Design

Evidence 4

Record on your paper: [38] What is the relationship between these terms?

Covey Quote“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that steps you take are always in the right direction.”Stephen Covey

Evidence 1

Identify desiredresults

Determine acceptable evidence

Plan learning experiences and instruction

Grant Wiggins and Jay McTighe

Understanding by Design [34]

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design

Why “backward”?

The stages are logical but they go against habitsWe’re used to jumping to lesson and

activity ideas - before clarifying our performance goals for students

By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design-Stage 1

Identify desired results.

Key: Focus on Big ideasEnduring UnderstandingsEssential questions What should students know and be able to

do? What content standards are addressed

explicitly by the unit?

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.b. Define the Columbian Exchange and its global economic and cultural impact.c. Explain the role of improved technology in European exploration; include the astrolabe.

What are some enduring understandings?What should students be able to do?

Reflection - Stage 1

Choose 1 to answer individually.

Share response with your team.

Team selects 2 to share with group.

I was surprised that…

I have been wondering…

I realized that…

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 2

For Reliability & Sufficiency:Use a Variety of Assessments

Varied types, over time: authentic tasks and projects academic exam questions, prompts,

and problems quizzes and test items informal checks for understanding student self-assessments

Test Design Against Standards

To what extent does the assessment provide:

Valid and Reliable Measures

Authentic Performance Task Opportunities

Sufficient and Varied Information

2 Questions for a practical test of performance tasks:

1. Could the performance be accomplished (or the test be passed) without in-depth understanding?

2. Could the specific performance be poor, but the student still understand the ideas in question?

The goal is to answer NO to both!

Scenarios for Authentic Tasks

Page 9: add this Acronym GRASP

Build assessments anchored in authentic tasks using GRASPS: [9]

G-What is the Goal in the scenario? R-What is the Role? A-Who is the Audience? S-What is your Situation (context)? P-What is the Performance challenge? S-By what Standards will work be judged

in the scenario?

Reflection - Stage 2

Choose 1 to answer individually.

Share response with your team.

Team selects 2 to share with group.

I find it interesting that...

I have been wondering…

Today’s activities caused me to think differently about assessment because...

Today I learned...

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 3

Planning Learning Experiences and Instruction Page 12: add this acronym WHERE

Organize by W.H.E.R.E.

W = Where are we headed? Why? (from the student’s perspective)

H = How will the student be ‘hooked’? E = What opportunities will there be to be

equipped and explore key ideas. R = How will we provide opportunities to

rethink, rehearse, refine and revise?

E = How will students evaluate (so as to improve) their own performance?

Types of Assessment

Indicators of Learning [38]

1.Pose new problems

2.Create analogies, metaphors, symbols, or pictures of the concept

3.Generate questions and hypotheses

4.Generalize

5.Assess his own performance

6.Explain it clearly, giving examples

7.Compare and contrast it with other concepts

8.Relate it to other instances in the subject, other subjects, and personal life experience

9.Transfer it to unfamiliar settings

Your Turn:

Assign Indicators of learning to table Create a assessment that aligns with your

indicator Use the SS standard from the following

page.

Evidence 10

SSWH10 The student will analyze the impact of the age of

discovery and expansion into the Americas, Africa, and Asia.a. Explain the roles of explorers and conquistadors;

include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

b. Define the Columbian Exchange and its global economic and cultural impact.

c. Explain the role of improved technology in European exploration; include the astrolabe.

Types of Assessment

Multiple Choice

True/False

Matching

SelectedResponse

Product Performance

Constructed Response

Types ofAssessment

p. 37

Types of Assessment [40]

Selected Response Multiple Choice True/False Matching Fill-in-the blank

Constructed Response Short answer Labeling Show your work/

Explain/Justify Visual Representation Essays or Extended

Responses Performance Based Tasks Personal Communication

Now it’s your turn…. With your partner, use your GPS and

create an example of THREE of the constructed response questions based on the clarified objective you wrote earlier in class. Share them with your table

Choose one to share with the large group

Did you refer to the indicators of learning on p 38?

Pose new problems Create analogies, metaphors, symbols, or

pictures of the concept Generate questions and hypotheses Generalize Assess his own performance Explain it clearly, giving examples Compare and contrast it with other

concepts Relate it to other instances in the subject,

other subjects, and personal life experience Transfer it to novel settings

Assessing Your Own Understanding

•What do you understand really well?

•How did you get or develop that understanding?

•How do you know you understand?

Assessment

Comes from the Latin verb ‘assidere’

meaning ‘to sit with’.

In assessment one is supposed to sit

with the learner. This implies it is

something we do with and for

students and not to students (Green,

1998)

Evidence 7

FORMATIVE VS SUMMATIVE ASSESSMENT-p 41

Formative Summative

What?

When?

Why?

Real-life Examples

Formative VS Summative [41]

The Garden Analogy

If we think of our

students as plants …

Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.Formative assessment is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

Formative Assessment“… often means no more than that the

assessment is carried out frequently and is planned at the same time as teaching.”

“… provides feedback which leads to students recognizing the (learning) gap and closing it.”

“ … includes both feedback and self-monitoring.”

“… is used essentially to feed back into the teaching and learning process.”

Summative assessment

“… assessment (that) has increasingly been used to sum up learning.”

“… looks at past achievements.”“… adds procedures or tests to existing work.”

“… is separated from teaching.”

“… is carried out at intervals when achievement has to be summarized and reported.”

Formative and summative assessment are interconnected. They seldom stand alone in construction or effect.

The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response.

It is widely argued that formative assessment has the greatest impact on learning and achievement.

After learning During learning Feedback that closes

the learning gap For learning Improve/enhance Learning continuum Looks back Looks forward Of learning Review/reflect

On the back of your paper, create a T-chart with Formative and Summative as column titles.

Write the words that describe each type of assessment in the correct column.

Formative

During learning

Feedback

For learning

Improve/enhance

Looks forward

Learning continuum

Summative

After Learning

Feed-forward

Looks back

Of Learning

Review/Reflect

Charlotte Danielson

What information can you find in the Charlotte Danielson text that gives you guidance on providing varied types of assessment?

HS—from the narrative MS/Elementary—from the rubric

What can happen if we embark on a journey with no plans?

What can happen if we teach a class, but do not have a plan?

Frayer Model [42]

Individually, complete the Frayer Model Compare your answers with your neighbor

Authentic Tasks

Evidence 13

“The most crucial skills a school can impart to students are the abilities to apply and analyze new information with respect to a given situation, not simply the ability to memorize a fixed body of facts.”

Douglas B. Reeves

What is an Authentic Assessment?

Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively.

The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.

Evidence 15

EV10

Designing Authentic Tasks

Start with concepts, generalizations, big ideas. Ask: How are they used in the real world? Get ideas from;

– Newspapers– Magazine articles– A previous problem– A conversation with others– Consider job roles

A Choice

Turn to pages 43-51 and skim through the examples

Place a check by any items that are relevant and appropriate to your subject area

Science 6-8

How is My Breathing Rate Related to My Pulse? Have you ever raced after someone, trying to catch

up? When you finally caught up, you may have felt your heart pounding; and you were probably out of breath. In this investigation, you'll use what you've learned about the circulatory and respiratory systems and the purpose of blood to understand the connection between your breathing rate and how fast your heart may be pounding.

Math 4

Calling All Students Mrs. Forest wanted to plan how to contact her

students by phone in case the field trip they were going on the next day needed to be canceled. She decided to call one student who would then call 2 other students. Each of these students would then call 2 other students. This would continue until all students had been called. Mrs. Forest has 31 students. How many students will need to make phone calls if Mrs. Forest calls the first student?

Hits of 1900s: Computer, TV, fridge

By Greg GroellerTHE ORLANDO SENTINEL

Melbourne, Fla -- Forget air travel and life-saving medicines. Americans value, com-puters, televisions and refrigerators above all other technologies. A survey commissioned by Harris Corp. ofMelbourne asked 1,000 people from aroundthe nation to rank the most important techno-logical inventions of the 20th century. Computers were No. 1 with 40% percent of respondents. Television and the refrigerator tied for second place with 12 percent. The next most-mentioned innovations – medical advances such as antibiotics and vac-cines, and the Internet -- were much farther

down the list, with 6 percent and 5 percent,respectively. Oddly, the airplane and space flight -- twoinventions that allowed humankind to travelpreviously unimaginable distances -- were barely mentioned with 3 percent of the voteeach. When people were asked what 20th centurytechnologies meant the most to their dailylives, they again ranked computers, television and refrigerators as the top three. The micro-wave oven and the washing machine placed fourth and fifth. What do Americans wish hadn’t been invented? Weapons of mass destruction came in first, followed by credit cards, genetic engineering and video games.

The Typical Sixth Grader

Task:

The famous producers, Eckhardt & Gardner are producing a documentary entitled “The Typical Sixth Grader”. This soon to be released video will be used as an orientation for next year’s incoming sixth graders. Your job is to select a research question that will allow you to collect quantitative data related to sixth graders. You will collect and organize your data in an appropriate graph or graphs, describe your data using the statistical terms mean, median, mode, and range, and then analyze the data in order to draw conclusions and make predictions and/or recommendations. Compile all of this information in a report that will convince Eckhardt & Gardner that your data should be included in their upcoming production.

Requirements:

* Select a research question that will allow you to collect quantitative data.* Collect and organize your data in a graph or graphs that are most appropriate for your data.* The graphs must be well organized, completely labeled, and accurate.* Calculate the mean, median, mode, and range of your data and use these words on describing the data.* Analyze the data and draw conclusions.* Use your conclusions as a basis for predictions and/or recommendations.* Write a report which complies all of the above requirements.

Rock Cycle Unit Assessment

Four new planets have just been discovered!!! They revolve around a “nearby” star, just outside our solar system. An unmanned space probe was sent on a secret mission to bring back rock strata from each of the four “new planets”! You, as a geologist, have the special assignment of examining the rock strata and developing a geological history of the planet!

Each page of the “rock strata” represents 50 million years. Your job is to uncover the rock strata, page by page and fill in the stratigraphic record sheet for your planet. Disturb the stack as little as possible while you are examining and searching. Try to think of each newspaper as a different layer or formation of rock. Also, try to apply your results to the geological principles that you have been taught, you are searching for rocks which you will identify by both the class and the specific name. You are also searching for fossil evidence. All fossils should be recorded and identified, so should all rocks.

After completion of the stratigraphic record, your group should write a one-page minimum geological history of your “new planet”. This history should be suitable for presentation to the class in the form of either a panel discussion, or a power-point presentation. You should be able to back up your theories with concrete evidence, and be prepared to defend your interpretation of the geological history of your planet (with illustrations!!)

Polly’s Pest ControlAssessment Design

FormThis assessment is designed to be completed individually by students with minimal teacher intervention. The assignment and scoring rubric should be presented to students both orally, and in writing. Materials can be provided by the teacher or individual students.

RaterGuides can be evaluated either by the teacher, or by small groups of students.

PromptA new extermination company, Polly’s Pest Control, is getting ready to start up business in Fort Worth. The firm would like to provide potential customers with a handy quick reference guide to the different “bugs” they might find in and around their home. They would like customers to be able to identify potential pests and their impact on humans, as well as recognize those creatures that are beneficial to humans and should be left alone.

Polly’s Pest Control has just hired you, a local entomologist, to develop this reference guide. They would like you to include as many local insects and arachnids as possible, categorized in a convenient, well organized, and attractive format. In order to keep printing costs down, Polly would like you to limit your guide to three colors, in addition to black.

You may collect the information to be included in your guide from a variety of sources. You may wish to consider observations in and around your home, field guides and other reference media, interviews, etc.

Evaluation CriteriaThe guide should be evaluated in the following areas:

Bug Selection (Has student included most of the “bugs” people in this area are likely to find in and around their homes?)

Thoroughness (How much meaningful information has student provided about these “bugs”?) Ease of Use/Quality of Classification (When one comes across an unknown “creature” in the house or yard, how

easy is it to locate that creature in the guide?) Appearance/Production Quality (how “professional” does the guide appear?) Ethics (Has student given credit to his/her sources of information?)

SYSTEM OF EQUATIONSAssessment Task

Instructions:

You have finally opened the coffeehouse of your dreams! One of your most popular varieties of coffee is a Kona Blend which sells for $5.50 per pound. You recently purchased 30 pounds of a rather expensive German Vanilla Blend which is priced at $13.99 per pound. After a few days, you realize the price was too high and customers would not buy the German Vanilla coffee. Customers do however, frequently spend $ 9.95 per pound for other exotic and flavor blended coffees. You realize you must sell the German Vanilla Blend coffee within the next two weeks or it will go stale! If you mix this coffee with the less expensive Kona Blend coffee you may be able to sell the new Kona/German Blend for $9.95 per pound. You would like to fill one 40 pound container with this exciting new coffee! How much of the Kona and the German Vanilla coffees should be mixed together to make up this new blend?

Create a system of equations that will help you solve your problem. Be sure to clearly define your variables X and Y. You will solve the system two ways. First, solve the system by the process of elimination or substitution. Clearly state the solution to the system. Secondly, solve the system by graphing. Write the two linear equations in slope-intercept form. Draw an accurate cartesian coordinate plane and be sure to clearly label the axes. Graph the system and label each line. Label the solution to your system in the coordinate plane.

Give a written explanation as to which method offers the most clear solution to the system and why.

KarnevalYou are a member of the city council of Koln assigned to the planning and

implementation of this years’ Karneval celebrations. As a committee you need to plan

a 60 minute celebration for the people of your “city” to enjoy.

Everyone needs to be fed. You need to research traditional foods and

drinks (non-alcoholic) specific to the celebration of Karneval. You then need to create

a menu of foods and beverages that will be available at your celebration. You need to

prepare the foods and have them appropriately labeled in German on the day of the

celebration Guests will be bored without a little entertainment. There are

always parades during the Karneval celebrations. You need to design several shoe-

box floats (additional handout) to use in a mini-parade the day of your celebration.

The floats each need to have a theme relevant to the Karneval season.

As a city official, the public will look to you for traditional standards of dress.

You need to either wear a traditional German costume or provide a poster showing

costumes. Research must be evident in the costumes you wear or the poster you

prepare.

Finally, there are always foreign visitors who are around for Karneval every

year. Create either brochures to be handed out or posters which show the history of

Karneval. Things to include: historical data, such as how Karneval began; details as

to how the festival has changed and evolved over the years; foods and drinks

traditionally consumed every year.

With your group

Choose a topic and initial it on the board in front—every group must have a different topic

Read the instructions and create a product as if you were the students—you may have to make up data

There are other topics up front

Additional Topics HS English-Teenager as Enemy MS Math and Sc-Lunchroom Garbage Alg. Trig-Angle of the Sun HS Math-Catch Me if You Can Alg 1-Fireworks 7th Math-Which Spinner do I choose? MS Science-Fishkill Task 4th grade Science-Candy Classification MS Math and Science-Metric Music 4th Math-Calling all students 7th Science-Respiration and heart rate

Creating Authentic Assessments Using Job Roles [53]

Museum curator Engineer or surveyor: Ad agency director Psychologist/sociologist: Archaeologist Newspaper editor and writer: Policy analyst Product designer: Expert witness to Congress Commercial designer:

“Creating Tests Worth Taking,” Educational Leadership. May 1992

Test the idea

Is it important? Is it contextualized? (Tied

to real life, leads to a concept, allows student to take ownership, engages the learner; not the parents!)

Create the Task

What will it tell you about students?

What knowledge, skills, and understandings will the student have to display to successfully handle the task?

Designing Authentic Assessment Tasks [54]

Start small. Develop clear rubrics. Expect them to take more time. Adapt existing curriculum. Build a collection. Assign a high grade level to the assessment. Involve students. Hang in there!

Reflection and Ticket out the Door [52] Write your name at the top of the page. I

will give it back. Complete the items on the page.

Assessment Task

NASA is accepting applications for volunteers who will make a 10 year commitment to live on the first space life station in 2020. The purpose of the life station is to serve as a base for interstellar exploration. The application requires a composition about the factors that have influenced the applicant to volunteer for this mission. You have decided to apply. Write a composition that explains what factors have lead you to this decision.

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.a. Explain the roles of explorers and conquistadors;

include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

b. Define the Columbian Exchange and its global economic and cultural impact.

c. Explain the role of improved technology in European exploration; include the astrolabe.

Grading the task….

Turn to page 55 Read and assign a letter grade

A 90-100B 80-89C 74-79D 70-73F Below 70

Why I Would Volunteer to Live on a Space Life Station

Living on Earth is boring. Scientists have discovered everything there is to know about the oceans and the land. There are too many people living on the earth now and we Are running out of water and food. We must look beyond this world to survive.

I would like to be a volunteer on this space life station because I like adventure and challenges. We would be able to explore other planets and search for new ways to supply food and water to the earth. We could also look for new sources of energy to provide electricity to cities and fuel to cars, trucks, trains, boats, and airplanes.

If we went and discovered new planets we might meet new groups of people that might be aliens. They might help us about how they grow food and power their spaceships. They might look different from us but the guys could be really buff and show us how to keep in shape on the space station.

I think 10 years would be a long time to be on a space station but we would always be busy with experiments. We would grow our own food and send the results of our tests back to scientists on earth. We could watch movies and TV from our own satellite to help pass the time. Maybe this experiment would help people on earth from starving.

1……..20….….30.…….40…..…50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Rubrics

Student Assessment [56]

Students see assessment results as visible, tangible evidence of their worth and value.

Fair and Equitable Assessment

Ensuring fair and equitable assessment in the classroom should be a goal of every educator!

Assessment Tools

Teachers need tools that will help assess consistently across students and across assignments.

Rubric A set of rules for scoring that takes

into consideration the dimensions of the task, the indicators for each dimension, levels of performance for the dimensions, and standards for judging the levels of performance.

Dimensions

Also known as Criteria The knowledge understanding and

skills to be assessed Note to self: Open your unit plan and

write a note to yourself- “Use the BE ABLE TO DO items for your dimensions”

Indicators

The evidence used to judge the degree to which the dimension is mastered

Lower students’ anxiety about what is expected of themProvides specific feedback about the quality of their workProvides a way to communicate expectations and progressEnsures all student work judged by same standardDisengages “halo” effect and its reverseLeads students toward quality work

Advantages of Using a Rubric to Score Assessment Tasks

CATEGORY 20 points 10 points 5 points 0 points

Units All units are described (in a key or with labels) and are appropriately sized for the data set.

Most units are described (in a key or with labels) and are appropriately sized for the data set.

All units are described (in a key or with labels) but are not appropriately sized for the data set.

Units are neither described NOR appropriately sized for the data set.

Accuracy of Plot

All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars, if not using a computerized graphing program.

All points are plotted correctly and are easy to see.

All points are plotted correctly.

Points are not plotted correctly OR extra points were included.

Data Table

Data in the table is well organized, accurate, and easy to read.

Data in the table is organized, accurate, and easy to read.

Data in the table is accurate and easy to read.

Data in the table is not accurate and/or cannot be read.

Labeling of X axis

The X axis has a clear, neat label that describes the units used for the independent variable (e.g, days, months, participants' names).

The X axis has a clear label that describes the units used for the independent variable.

The X axis has a label.

The X axis is not labeled.

Labeling of Y axis

The Y axis has a clear, neat label that describes the units and the dependent variable

The Y axis has a clear label that describes the units and the dependent variable

The Y axis has a label.

The Y axis is not labeled.

3 - Excellent Researcher included 10-12 sources no apparent historical inaccuracies can easily tell which sources information was drawn

from all relevant information is included

2 - Good Researcher included 5-9 sources few historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant information

1 - Poor Researcher included 1-4 sources lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information

1. With your group create a rubric for the exploration authentic assessment.2. Use the form in your notebook p. 52

3. Use the examples in your notebook p 53-54

4. Remember the standard and clarified objective:

KNOW: The social,

political, economic, and religious conditions of the times

Advances in Technology

UNDERSTAND : That

common factors serve as motivation for exploration

BE ABLE TO DO : Apply

understanding to all exploration

Volunteer to write?

What were the dimensions?What were the levels of

performance?How did you weight each item?What were the difficulties?

Regrade the student response using your rubric

When to use

Rubrics should be given with all major tasks and assignments

What about tests and essays?

Authentic assessment

Traditional Assessment

A comparison of Assessment

Page 60

Place a + in boxes in which the assessment is most likely to demonstrates the component listed in each row.

Compare with your table

Individually [60]

How has your view of assessment changed?

Write 4-5 sentences Give to your neighbor for feed back

Warm up, June 5

What are the three most important characteristics of assessment?

How can you give feedback to students?

Feedback

Feedback

Write TWO paragraphs that describes how YOU plan to offer a variety of assessments in your classroom. Include detailed examples.

Read another student reponse Provide feedback

John Hattie reviewed over 7800 studies on learning and instruction. [60]

Conclusion:“The most powerful single innovation that enhances achievement is feedback.

…providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

FEEDBACK…

provides students guidance as to where

they met the ‘standard’

orwhat they need to do to bring the work up

to standard.

(1) Corrective: What’s right, what’s not and how to make it right

(2) Timely: The more delay in providing feedback, the less achievement

(3) Specific: Reference a specific level of skill or knowledge (criterion-referenced)

(4) Self-evaluation: Student keeps track of own achievement (charts, etc)

1.Only “Right/Wrong” = 3%

Achievement Gain

2.Also provide correct answer =

9% Achievement Gain

3.Have student continue work

until correct = 20% Gain

4.Provide explanation = 20%

Gain

Summarizing Strategy“Shaping up Review”

Fold your paper into fourths (one hotdog and one hamburger fold)

Draw a large heart in Quadrant 1, a circle in Quadrant 2, and so on, a square, and triangle

Heart: Write one thing you loved learning about.

Square: Write four things you feel are important concepts from the lesson being reviewed. One concept should be placed in each corner.

Triangle: Write the three most important facts you learned from lesson being reviewed. One fact should go in each corner.

Circle: Write one, all-encompassing (global- like the circle) statement that summarizes all of the important concepts and facts learned.

When you finish:

Begin working on the Authentic Assessment Planner Organizer (handout)

Grading

Before After

Grading and reporting are essential to the instructional process

Grading and reporting serve a variety of purposes

Grading and reporting can be objective

Grading “on the curve” is effective

Grades and comments are better than grades alone

Report cards are the best way to communicate with parents

Measurement precision results in fairer and more objective grading

Grading reflects the quality of the teacher

Students learn at the same rate

A student should receive a zero if he/she cheats on a test

Grading Anticipation Guide [62]If you agree with a statement, place a check in the left hand column

Grading

Categories to be included in gradebook

1. Tests

2. Quizzes

3. Homework

4. Classwork

5. Projects

6. Labs

7. Other?

With your group Consider the following grading issues P. 58-60 Select one (instructions to follow) Choose a member of your group to be a

recorder Consider

advantages, disadvantages other implications

Grading Issues

Late work

Grading on a curve

Retaking a test or quiz

Extra credit

“trade and grade”

Cheating

Homework

Group grades

Study guides for tests—advantages and disadvantages

Class participation

Timeliness

Informing students and parents of grades

Incomplete work

No zeroes---lowest grade assigned is a 50%

Number of assignments (percent of spreadsheet)

Students who transfer in with inadequate preparation

Grades and self esteem (elementary)

Giving grades for bringing back signed papers, etc.

Grading papers, teachers, and time management

Other?

Go back to Anticipation Guide [62] Complete

The IEP Process-p61 Step 1. Child is identified as possibly

needing special education and related services.

Step 2. Child is evaluated. Step 3. Eligibility is decided. Step 4. Child is found eligible for

services. Step 5. IEP meeting is scheduled.

Step 6. IEP meeting is held and the IEP is written.

Step 7. Services are provided. Step 8. Progress is measured and

reported to parents. Step 9. IEP is reviewed. Step 10. Child is reevaluated.

KWL [37]

Turn back to KWL chart Use the third column (What did I learn?) to

answer questions from second column (What do I want to learn?)

Clarified Objectives

Return to page 34 in the Participant’s Notebook

Locate the Clarified Objectives for “Understand”

Individually, use Charlotte Danielson’s text to write the page number and objective next to each item.

Check with your neighbor and compare.

Challenge Board