PROCEDE 2014 Formative+assessments
Transcript of PROCEDE 2014 Formative+assessments
Let’s start with a question • What methods have you used to assess
students level of understanding of: o Content
o Skill
o Attitudes
o Behaviors
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Teachers can enhance or destroy
students’ desire to succeed in
school through the use of
assessment more than with any
other tool they have at their
disposal
Karen Gazith Ph.D.
Supporting all students: the bridge Distinguished teachers are individuals who see
themselves as bridges over which students cross then
having facilitated their crossing joyfully collapse
encouraging students to create their own bridges.
Karen Gazith Ph.D.
Karen Gazith Ph.D.
The word ‘assess’
Comes from the Latin verb ‘assidere’
meaning ‘to sit with’. In assessment, one
should sit with the learner. This implies it is
something we do with and for students
and not to students (Green, 1998)
Do with not for
First and foremost • We need to slow down and allow time for
investigative instruction
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3-2-1 • 3 ideas that resonated with me
• 2 questions that I have
• 1 way I can integrate what I learned into my
classroom
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Focus on errors • Errors are never random – they provide enormous
insight into student understanding
Teachers must switch from evaluative thinking
to interpretive thinking in order to understand
student thinking.
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Feedback is…. • Specific: Based on the important concept in a
lesson
• critical for students to understand before you move
on.
• Timely: Asked throughout the lessons.
• Corrective: Every student must respond to the
question. You must be able to collect and interpret
the responses from all students very quickly
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The Cycle of Formative Assessment
Identification of Objectives,
Goals, Standards
Targeted Instruction
Data Gathering
Data Analysis
Responding to Data
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Place mat PMI
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minus
plus interesting
minus
plus
interesting
minus plus
interesting
Reciprocal Teaching Dialogue as
check-in • Summarize
• Clarify
• Generate a question
• Predict
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Examine both sides • His actions were
maladaptive
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• He was appropriate in
his actions
Response cards
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I know
I don’t know
I understand
I don’t understand
Correct
False
My mind is working
My mind shut down
Yes
No
A
B
C
D
Content Response Card
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Verb
Adjective
Noun
Setting
Character
Plot
Period
Question Mark
Exclamation mark
Bingo – Find a person who is able to Explain ongoing
assessment
Provide an example
of ongoing
assessment
What are the benefits
of OA?
Explain performance
assessment
Explain authentic
assessment
What are the key
points to consider
about effective per-
assessments?
Give 2 examples of
unauthentic
assessment
Explain the difference
between assessment
and evaluation
Which one of the 6
levels of
understanding do you
use most often?
Name 3 things you
learned since the
start of this course
Share one goal you
have set for yourself
next year to improve
your assessment
practices
Explain the value of
pre-assessment
List three strategies
to use for pre-
assessment
Self assessment is
important because….
Explain assessment
of, for and as
learning
Explain the difference
between validity and
reliability
Explain the term -
prerequisite skill
List the revised
Bloom’s taxonomy
What are the six levels of understanding?
What is the Latin root of assessment and what is its relevance to effective practice?
What are the 5 stages in the cycle of ongoing assessment?
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Checking in.. • Purple: cautious
• Yellow: on the launch pad
• Green: Moving up
• Blue: soaring
• Red: full speed ahead
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Mini Fan • Use clasp to bind strips of paper together
• Each strip has a questions, skill to review
• Ask students to choose 3 and review o Write 3 sentences with adjectives
o Conjugate 2 “er” verbs
o Review 9x tables
o 4 characteristics of protagonist
o List events in the story
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Karen Gazith Ph.D.
Before and After: Digestion Preview Review
Mouth
Pharynx
Epiglottis
Esophagus
Stomach
Small intestine
Large intestine
Questions Preview Review Comments
How many
physiographic
regions are
there?
I know this very well.
Where are they
located?
I need to review this again.
Why is Canada
divided into
regions?
What is the
vegetation in
one of the
regions?
I need to review this again.
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Partners A and B • Partner A talks for 1
minute summarizing
what was learned.
• Partner B talks for 1
minutes summarizing
but can’t repeat
anything that was
said by partner A.
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Partner A and B • Partner with someone
• Take out your handouts, notes
• Partner A begins, summarizing for 1 minute
• Partner B continues where partner A left off
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Paraphrasing to summarize
• So what I’m hearing is…
• The bottom line then seems to be…
• Let me make sure I have this right. You’re
saying that…
Or
• So what the author is saying is…
• In other words..
• The gist of it is…
Karen Gazith Ph.D.