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INSTRUCTION

AL PRACTICE
I N TA S C # 6
ERICA CONDON
JOHNS HOPKINS UNIVERSITY

INTASC STANDARDS
InTASC #6: Assessment - The teacher understands and uses multiple methods
of assessment to engage learners in their own growth, to monitor learner progress,
and to guide the teachers and learners decision making

InTASC #7: Planning for Instruction - The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.

InTASC #8: Instructional Strategies - The teacher understands and uses a


variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

INTASC STANDARD #6:


ASSESSMENT

The teacher understands and uses multiple


methods of assessment to engage learners in
their own growth, to monitor learner
progress, and to guide the teachers and
learners decision making.
Each area of the standard above can be identified throughout this presentation
based on the following color coding descriptions:
Engaging learners in their own growth
Monitoring student progress
Guiding of the teachers and learners decision making
Using multiple methods of assessment (Type of Assessment Used)

KICKBOARD FOR TEACHERS


Using Data to Drive
Instruction
After observing such low
levels of mastery, it was clear
that I needed to reteach these
three standards. The image
to the right breaks down each
students mastery by standard
in addition to giving me the
overall mastery for each
standard, allowing me to
collect data that will later be
used to guide my instructional
decision making. Students
have access to this
information on the Kickboard
website, encouraging them to
be engaged in their own

RETEACHING LESSON PLAN


This plan is comprised of evidence of my understanding and use of multiple
methods of assessment to engage my students in their own growth, to
monitor their academic progress, and to guide both mine and my students
decision making
This plan includes:
Diagnostic Assessment
Introductory Assessments
Formative Assessments
Independent Practice
Exit Ticket

DIAGNOSTIC ASSESSMENT

Diagnostic Assessments
In collecting data from a diagnostic test, I
display my understanding of the need for
multiple methods of assessment to be used
within every lesson. By breaking the lesson
down into better chunks, I was able to better
monitor my students progress and create a
new foundation for my teaching methods.

INTRODUCTORY
ASSESSMENT
Students are given an
introductory assessment
before the lesson actually
begins. This exploratory
challenge is used to get
students engaged in the
upcoming learning
process. With a partner,
they attempt to classify a
variety of boxplots
projected on the board.
Walking around, I am able
to monitor each students
progress and decide in
which direction I will take
the lesson based on my
observations.

FORMATIVE ASSESSMENTS
Questioning:
Students will respond to a Fist to Five to check their understanding of when a
boxplot is skewed or symmetrical. Fist represents 0 understanding while Five
represents a strong conceptual understanding (in class, we say that five means I
could teach the class myself!)

Using a fist-to-five as an
By allowing my students to use
assessment method takes some of
whiteboards, I am encouraging
the pressure off of my students as
them to work independently and
they are not required to announce
show their understanding in a way
their lack of understanding out loud
that is different than a standard
to the class, but in a way that only IWhiteboards: worksheet. I use this time to
can see helping them engage in
among the
Students
will show their mastery of the content address
(or lackmisconceptions
thereof) by completing
two
their own learning and growth
class in order to monitor my
box plots one of a distribution with the same mean
and median (symmetrical) and
students progress and determine
one of a distribution with different means and medians
onlesson
their whiteboards
which (skewed)
direction the
should

FORMATIVE ASSESSMENTS
Index Card Partner
Practice:
Students are given a small
notecard with a boxplot
drawn on it. After listening
to instructions, they will find
a partner with a different
notecard and follow the
directions on their formative
assessment sheet. Students
will be teaching each other
about their boxplot and
explaining what measure of
center will be an appropriate
choice for a typical value.

Finding a way for


students to articulate
their understanding to
each other and then
document it for me to
assess would be the
most effective formative
assessment in this case.
Partner work promotes
collaboration and gets
students out of their
seats. This way, I am
not only able to see
which students have
mastered the concept
and which are still
struggling, but I will give
my students the
opportunity to teach and
assist each other
undoubtedly improving
their understanding of
the material and keeping

INDEPENDENT PRACTICE

This handout was created to focus specifically


on addressing not only the fluency skills
learned in class, but the application of those
skills in a real world context and is an example
of a standard form of formative assessment.
Observing students during independent
practice allows me to monitor learner progress
and address the needs of each individual
student. Once I understand the ratio of
students who have mastered the content to
students who need more remediation, I will

EXIT TICKET
Having an exit ticket that is
really aligned with my
objectives will hopefully help
me to see if students reached
the mastery level after
relearning about this topic. This
is the most formal of the
assessment methods I will use
in a given lesson as I
specifically use it to monitor the
progress of my students as
individuals and use the analysis
of their mastery as a whole in
my decision making process.