ES Parent Coffee Tuesday 13 September 2011. Assessment in the Elementary School at ISM.
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Transcript of ES Parent Coffee Tuesday 13 September 2011. Assessment in the Elementary School at ISM.
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ES Parent CoffeeTuesday 13 September 2011
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Assessment in the Elementary School at
ISM
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‘You don’t fatten a cow by weighing it’
Anonymous
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Essential Questions • Why do we assess?• How do we know our students understand
something?• What are the different types of assessment we
use at ISM?• What is criterion based assessment?
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Why do we assess our students?
• On a piece of paper write down why you think we assess our students at ISM?
• Discuss as a group.• Share
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Why do we assess?The prime objective is to provide feedback on the
learning process. Why do we report?
To give information to parents about where their child is in particular areas at particular
times.
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Understanding• Think of something that you truly understand.• Share this with a partner.• How do we know if we truly understand something?
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Assessment identifies what students know, understand, can do and feel at
the different stages
How do we know a child understands?The 6 facets of understanding are:• Can explain• Interpret• Apply• Perspective• Empathizes• Self reflect
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‘Understanding’
Teachers need to make the assessment varied to see what the students can do in a wide range of circumstances.
Students need to transfer their learning to new situations.
Unfamiliar situations are important to truly assess ability and understanding.
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What are the different types of assessment?
• Pre-assessment
• Formative: Assessing FOR learning
• Summative: Assessment OF the learning
• Self-assessment
• Peer assessment
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Pre -Assessment
• Importance of prior knowledge.
• 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
Formative assessment is interwoven with the daily learning and helps teachers and students find out what the students already know in order to plan the next stage in learning.
Formative assessment and teaching are directly linked: neither can function effectively or purposefully without the other.
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Summative assessment
Aims to give teachers and students a clear insight into students understanding. Summative assessment is the culmination of the teaching and learning process, and gives students opportunities to demonstrate what has been learned.
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The soup metaphor…If you are tasting the soup along the way to see what needs adding… then it’s formative. Tasting will feedback into your planning and guide your next steps.If you are serving the soup to your guests … then it’s summative. Now we’ll get feedback on whether the soup matches the desired results.
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Self – assessment and Peer assessment
• Self-assessment is the ability of a student to judge his/her performance, that is, to make decisions about one’s self and one’s abilities.
• Peer-assessment involves one student's assessment of the performance or success of another student (usually using some pre-determined criteria)
• Peer and self-assessment are grounded on constructivist philosophies that “whatever a person discovers himself is what they really know”
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Why do we do it?
Teachers use peer and self-assessment to enhance learning:
• to increase student involvement in the learning process (e.g. students assume teaching responsibilities)
• to increase social interactions and trust in others
• to facilitate individual feedback• to focus students on the process rather
than the product.
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Examples of assessment strategies
• Observations – frequently• Performance assessment – authentic
and significant challenges and problems• Process – focused assessments – how
kids perform on a regular basis on skills• Selected responses – tests and quizzes• Open ended tasks – written response,
drawing, diagram or solution
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Criteria based assessment
We need three volunteers.
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Criteria
To be outstanding you have to show:• Clap for 30 seconds• Show creativity in the clapping• Show facial expression• Varied beat- fast slow• Audience participation• Movement around the room
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Success Criteria
• Established criteria • It is not a summary of the lesson – it
is what the students are going to be judged on
• Main format - ‘rubrics’• These can be teacher generated or
class generated
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What is a rubric?Sharing assessment expectations
with students
A rubric is a tool that:• Lists criteria explaining the desired outcome
for student learning.• Removes the mystery for the student.• Can be developed to assess any task
including performance tasks.Why do teachers use rubrics?• To clarify the performance expectations for
students, teachers and parents.• To serve as a reference during assessment.• To focus instruction of learning. We plan with
assessment driving the learning!
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Emerging Developing Proficient Exemplary
What are the
characteristics/
descriptions of
the endangered
animal
Needed help by
the teacher to
locate and copy
information
Needed some help
to locate
information about
the animal
Needed very little help
to locate information
about the animal
Located all information
about the animal on their
own
Why are they
endangered
Had difficulty
explaining the
concept
Stated some
reasons why
animals are
endangered with
prompting
Stated the reasons why
animals are endangered
with practice and help
Stated why animals are
endangered and had an in-
depth knowledge of the
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 explaining why
we need to do so
Demonstrated
understanding of the
reasons why animals are
endangered and knows how
to take action
Endangered Animals -Rubric Name : ________________
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Thank you.Questions?
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Other Business- Supervision
- AFAC – After School Activities ATAC – Athletics Activities
- MAP – Grades 3 & 4 – 22 September – 730 – 830 – Rm. 2123