Inclusive Assessment Practices - BCTELA
Transcript of Inclusive Assessment Practices - BCTELA
![Page 2: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/2.jpg)
![Page 3: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/3.jpg)
Lear
nin
g In
ten
tio
ns
1. I can identify the essential skills, process and enduring understandings of a course.
2. I have begun to re-evaluate the purpose of assessment in facilitating student learning
3. I understand how Universal Backwards Design can be a framework for transitioning to the new curriculum
4. I can identify several formative assessment tools that facilitate student learning
![Page 4: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/4.jpg)
Assessment and Practice
Answer the series of poll question
![Page 5: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/5.jpg)
Introduction
Humanities Department Head, Frank Hurt Secondary
Teacher – Humanities 8, Social Studies 9 and English 11
Mother
Daughter
Wife
Current Events Enthusiast
• Implementing Learning Maps as an Assessment Framework
• Investigating formative assessment, student self-reflection and the absence of “marks” in reporting student achievement
• Delivering courses using a narrative (Social Studies/Humanities) and thematic approach (English 11)
• Using a Universal Backwards Design Framework for Curriculum Design
![Page 6: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/6.jpg)
How it Started? How it’s Going?
![Page 7: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/7.jpg)
How did it start? How is it going?
YOUR TURN – consider two visuals that represent:
a) your assessment b) teaching journey
![Page 8: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/8.jpg)
Purpose of Assessment
For Teacher
Provides a snapshot of student understanding
Determine instructional design (move on vs. more time necessary)
Immediate, constructive feedback
For Student
Review key concepts and essential understanding
Feedback in advance of summative assessment (strategic intervention)
Identify areas for further practice or review
![Page 9: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/9.jpg)
Shifting the Narrative
• Learning experiences are opportunity for students to receive feedback and instruction
• They are ongoing, constant and a part of the learning process
![Page 10: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/10.jpg)
Breakout Sessions
• Brainstorm a list of assessment opportunities that have occurred in your classroom this week
![Page 11: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/11.jpg)
Triangulation of Assessment
![Page 12: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/12.jpg)
Universal Backwards Design (UBD)
Identify the key learning outcomes for a unit/course
Determine the summative assessment/evidence for learning
Outline the learning experiences and points for check-in
![Page 13: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/13.jpg)
Assessment and UBD
FormativeFormative SummativeFormativeFormative
![Page 14: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/14.jpg)
Assessment and UBD
FormativeFormative SummativeFormativeFormative
![Page 15: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/15.jpg)
How do we document, record and invite students into the assessment conversation?
![Page 16: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/16.jpg)
ProductsIllumination – Summative
reading text
identifying bias
Progression of learning experiences
Individualized feedback, intervention
![Page 17: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/17.jpg)
Coding Assessment
√+ summary answers/addresses the prompt, supports understanding with evidence, relates understandings to the big ideas
√ summary answers/addresses the prompts, provides evidence to support understanding
√- summary answers/addresses prompt, evidence is limited (does not relate to the prompt) or not present
![Page 18: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/18.jpg)
Conversations
• Sticky note reminders
• Student conference post-reflection:
What is one thing from my conversation with Ms. Pope that I will do?
• Take Away
• 2 Stars and a Wish
![Page 19: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/19.jpg)
Observations Sheet
![Page 20: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/20.jpg)
Self-Reflection
Write down one activity, action, suggestion or idea that you can implement into your classroom
in the next two weeks
Share this with a colleague
![Page 21: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/21.jpg)
The Sacred Curriculum
CONTENT ACTIVATES THE
ACQUISITION OF SKILLS AND PROCESSES
SELECTING CONTENT THAT DEVELOPS THE
THEMES
ACKNOWLEDGING LIMITATIONS –
TIME, DEPTH VS. BREADTH, STUDENT
INTEREST
EXTENSION – ALL THE STUFF YOU USE
TO DO
![Page 22: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/22.jpg)
Be Kind to Yourself – It Takes Time
Start with a unit, lesson sequence
Identify the relevant ‘big idea’
Construct a key learning outcome and success criteria
Determine the summative assessment
Outline learning experiences, check-in’s, opportunities for students to receive feedback to meet the success criteria
Think about your course – what do you want students to be able to know, do and understand?
![Page 23: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/23.jpg)
Formative Frameworks
Benefits all learners
• ongoing and continuous cycle of feedback
• Constant opportunities to demonstrate learning/skill development
• Multiply entry points to learning
Honours Learning as a Process
Disrupt an individualized deficit-model within our classroom
• Foster a growth mindset
• Reinforce every student’s value
![Page 24: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/24.jpg)
Thank you
![Page 25: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/25.jpg)
English 11 Focused Literature: First Peoples
I CAN READ AND RESPOND TO TEXT
I CAN COMMUNICATE MY IDEAS I CAN SPEAK
I CAN DEMONSTRATE MY CONTENT KNOWLEDGE
I CAN CRITICALLY THINK (ANALYSIS AND
INVESTIGATION)
![Page 26: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/26.jpg)
Narrative Framework
![Page 27: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/27.jpg)
What are the essential skills and processes
of your course?
• Take 5 minutes to brainstorm, discuss, reflect on your course
• What do you want students to be able to know, do and understanding at the end of the semester?
At the end of <insert course> I want students to be able to…
![Page 28: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/28.jpg)
With a partner, share and determine your 3-5 essential learning goals for the course
Course Goals
![Page 29: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/29.jpg)
Cutting vs. Selecting the
Content
What are you doing now in your classroom that already supports your goals?
5 minutesBrainstorm
List
Mind Map
![Page 30: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/30.jpg)
Let’s Give It a Try
Identify and develop a
course themeOR
UBD a course unit
![Page 31: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/31.jpg)
Narrative FrameworkSocial Studies 9 Curriculum
For me, Social Studies 9 is a course that begins with the Industrial Revolution and ends with WWI. This is the way in which I have worked through
the curriculum – how you envision the curriculum will be dependent upon your knowledge, interests and vision of the content.
BIG IDEAS
Emerging ideas and ideologies profoundly influence societies and events.
Disparities in power alter the balance of relationships between individuals and between societies
Collective identity is constructed and can change over time
The physical environment influences the nature of political social and economic change
ETHNOCENTRISM
GREAT MIGRATION CONTACT/FIRST PEOPLES NATION BUILDING
INDUSTRIAL REVOLUTION IMPERIALISM COLONIALISM NATIONALISM MILITERISM WORLD WAR I
FRENCH REVOLUTION NAPOLEON
At this point, I am thinking of a narrative that weaves the course together. I can then choose the content that will fit into this framework.
![Page 32: Inclusive Assessment Practices - BCTELA](https://reader031.fdocuments.in/reader031/viewer/2022012517/61916f17d7a2315db31c6950/html5/thumbnails/32.jpg)
Essential Theme
Intended and Unintended
Consequences of the Past
• Was child labour necessary for the Industrial Revolution?
• Did the French people have the right to rebel against the king?
• How do people gain, maintain, challenge and reclaim power?
• Are we responsible for the injustices of the past?
• How did the mechanization of war during WWI result in a battle of attrition?
Each Critical Challenge includes a summative assessment (essay, Socratic Seminar, reflection)
Unit includes activities, lessons, experiences that provide the practice and feedback in preparation for the summative assessment