ES Parent Coffee, 13 Sept - Elementary Assessment
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Transcript of ES Parent Coffee, 13 Sept - Elementary Assessment
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ES Parent Coffee
Tuesda 13 Se tember 2011
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Assessment in the
Elementary School at ISM
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Essential Questions Why do we assess?
How do we know our students understandsomethin ?
What are the different types of
What is criterion based assessment?
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think we assess our students at ISM?.
Share
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y o we assessThe rime ob ective is to rovide
feedback on the learning process.
To give information to parentsabout where their child is in
times.
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Understanding
Think of something that youtru y un erstan .
Share this with a artner.How do we know if we truly
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Assessment identifies what students know
understand, can do and feel at thedifferent sta es
How do we know a child understands?
Can explain
Inter ret
Apply
Perspective Empathizes
Self reflect
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varied to see what the students can doin a wide range of circumstances.
Students need to transfer their learningo new s ua ons.
truly assess ability and understanding.
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What are the different types of
assessmen Pre-assessment
Formative:
Assessment OF the learning
Self-assessment
Peer assessment
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Im ortance of rior knowled e.
Enables us to know where each individual
student is at in relation to this unit /
concept.
Feeds into differentiation.
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Formative assessment is interwoven with
e a y earn ng an e ps eac ers an
students find out what the studentsa rea y now n or er o p an e nex
stage in learning.Formative assessment and teaching are
directly linked: neither can functioneffectively or purposefully without the
other.
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Summative assessment
Aims to give teachers and
students understanding.
culmination of the teaching andlearning process, and gives
students o ortunities todemonstrate what has been
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If you are tasting the soup
a ong e way o see w a
needs adding then itsformative. Tasting will
feedback into your
planning and guide your.If you are serving the soup
to your guests then its
.feedback on whether the
soup matches the desired
results.
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Self assessment and Peer
assessment e -assessmen s e a y o a s u en o
judge his/her performance, that is, to makedecisions about ones self and ones abilities.
Peer-assessment involves one student's
assessment of the performance or success of-
determined criteria)
Peer and self-assessment are rounded onconstructivist philosophies that whatever aperson discovers himself is what they really
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Teachers use eer and self-assessment toenhance learning:
to increase student involvement in the. .
teaching responsibilities)
others
to facilitate individual feedback to focus students on the process rather
than the product.
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Exam les of assessment
strategies
serva ons requen y
Performance assessment authentic ands gn can c a enges an pro ems
Process focused assessments how kidsper orm on a regu ar as s on s s
Selected responses tests and quizzes
Open ended tasks written response,drawing, diagram or solution
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We need three volunteers.
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Clap for 30 seconds ow creat v ty n t e c app ng
Show facial expression Varied beat- fast slow
Movement around the room
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It is not a summary of the lesson it is
on a n orma - ru r cs
These can be teacher generated or classgenerated
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What is a rubric?
students
Lists criteria explaining the desired outcomefor student learning.
emoves t e mystery or t e stu ent.
Can be developed to assess any taskincludin erformance tasks.
Why do teachers use rubrics?
To clarify the performance expectations for
, . To serve as a reference during assessment.
To focus instruction of learning. We plan
w t assessment r v ng t e earn ng
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Endangered Animals -Rubric
Name : ________________
Emerging Developing Proficient Exemplary
What are the Needed help by Needed some help to Needed very little help to Located all information about
characteristics/
descriptions of the
endangered animal
the teacher to
locate and copy
information
locate information
about the animal
locate information about
the animal
the animal on their own
Why are they
endangered
Had difficulty
explaining the
Stated some reasons
why animals are
Stated the reasons why
animals are endangered
Stated why animals are
endangered and had an in-
prompting
reasons for endangerment
without help
What action can we
take to save the
animals
Demonstrated no
understanding
that we need to
take action
Demonstrated some
understanding that
we need to take
action
Demonstrated the
understanding that we
need to take action
without ex lainin wh we
Demonstrated understanding of
the reasons why animals are
endangered and knows how to
take action
need to do so
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an you.
uestions?
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Other Business
- Supervision
- AFAC After School ActivitiesATAC Athletics Activities
- MAP Grades 3 & 4
ep em er Rm. 2123