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What is assessment?
Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. Assessment, teaching and learning are inextricably linked, as each informs the others. Assessment is a powerful process that can either optimize or inhibit learning, depending on how its applied.
Your Turn!
As you view the video, take notes on how the teacher gathers, interprets, and uses information to guide the learning of the students. What was the objective? How does the teacher know if the students achieved it? Assess the teachers behaviors in regards to the planning, execution, and monitoring of the lesson.
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)
Individual Activity
Review the Anticipation Guide and respond to the statements or answer the questions. Watch the video Research Connections between Questioning/Learning, and use the Anticipation Guide to answer any questions you didnt know.
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.
A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.
COMPARISON OF ASSESSMENTS
FORMATIVE Occurs During Instruction Not Graded Process Descriptive Feedback Continuous SUMMATIVE Occurs at the end Graded Product Evaluative Feedback Periodic
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 and empirically argued that formative assessment has the greatest impact on learning and achievement.
Formative Assessment
Assessment for learning Taken at varying intervals throughout a course to provide information and feedback that will help improve
the quality of student learning the quality of the course itself
learner-centered, teacher-directed, mutually beneficial, formative, contextspecific, ongoing, and firmly rooted in good practice" (Angelo and Cross, 1993). Provides information on what an individual student needs
To practice To have re-taught To learn next
Skittles Activity
Objectives: Grade 7 1.01 Develop and use ratios, proportions, and percents to solve problems. 4.01 Collect, organize, analyze, and display data to solve problems. Develop an assessment for one or both of the objectives using the Skittles.
Summative Assessment
Assessment of learning Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. Summative assessment methods are the most traditional way of evaluating student work. "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).
Formative
often means no more than that the assessment is carried out frequently and is planned at the same time as teaching. (Black and Wiliam, 1999) provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking (Harlen, 1998) includes both feedback and self-monitoring. (Sadler, 1989) is used essentially to feed back into the teaching and learning process. (Tunstall and Gipps, 1996)
Summative
assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999) looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998)
Self-evaluation
Where would you place your assessment practice on the following continuum?
The main focus is on:
Quantity of work/Presentation Marking/Grading Comparing students Quality of learning Advice for improvement Identifying individual
progress
Provide feedback that helps students recognize their next steps and how to take them.
Be confident that every student can improve.
Cooperative/Collaborative Learning
Cooperative and collaborative learning differ from traditional teaching approaches because students work together rather than compete with each other individually. Collaborative learning can take place any time students work together (individual and group accountability) In a world where being a "team player" is often a key part of business success, cooperative learning is a very useful and relevant tool.
Cooperative/Collaborative Learning
Research suggests that cooperative and collaborative learning bring positive results such as deeper understanding of content, increased overall achievement in grades, improved selfesteem, and higher motivation to remain on task. Cooperative learning helps students become actively and constructively involved in content, to take ownership of their own learning, and to resolve group conflicts and improve teamwork skills.
Formative Assessment
Observing cooperative learning groups in action allows you to effectively assess students' work and understanding. Cooperative learning groups also offer a unique opportunity for feedback from peers and for self-reflection. Research has shown that when implemented properly, students in cooperative learning classrooms outperform their peers in traditional classrooms.
Cooperative Structures
Fan-N-Pick Played with higher-level thinking Q cards. #1 fans, #2 picks, #3 answers, #4 praises. Students then rotate roles.
Cooperative Structures
Numbered Heads Together
Students huddle to make sure all can respond, a number is called, the student with that number responds.
Paired Heads Together: Students in pairs huddle to make sure they both can respond, an A or B is called, the student with that letter responds.
Cooperative Structures
Pass a Problem Review
Teams discuss topic written in the middle of the map, and then cover with sticky notes. Teams record definitions, synonyms or antonyms, symbols, graphs, etc. to describe the topic or concept. With the word covered, the charts are passed to another group to see if they can guess the word.
Cooperative Structures
Showdown
Teammates each write an answer, then there is a showdown as they show their answers to each other. Teammates verify answers.
Cooperative Structures
Talking Chips Students place their chip in the center each time they talk; they cannot speak again until all chips are in the center and collected.
Cooperative Structures
Think-Pair-Share
Students think about their response to a question, discuss answers in pairs, and then share their own or partners answer with the class.
Think-Pair-Square: Same except students share their answers with teammates rather than with the class.
Assessment
How can you use cooperative learning activities to effectively assess your students?
Closure
How has the information shared today changed your views/thoughts about assessment? What questions do you still have regarding assessment? Do you feel confident that you can add the assessment (s) to your lesson plan to increase effectiveness and assist students in mastery of the intended objectives?