Using Assessment to Inform Instruction

The Process of Effective Instruction Includes Planning for Assessment in What and How You

Teach

Effective Instruction

How a Teacher Allows Student to Demonstrate Learning◦proficiently◦fluently◦at an appropriate level◦maintained over time◦generalized (transferred) over multiple

settings

Time/Chronology◦ Daily Assessment◦ Weekly Assessment

By Concept or Curriculum Sequence◦ Use of CBA/CBM/CDAP◦ Criterion-Reference Summative Assessments

Student Self-Monitoring◦ Progress Charts◦ Daily/Periodic Reflections

Assessing Student Progress

◦ Identify quick student progress checks (Check-in)◦ 5 minute teacher queries—tying information from

previous day to what will be taught today◦ Weekly reflections (e.g., KWLs, Group

assessments/concept mapping and subsequent publishing)

◦ In general, describe how you assess student progress by day and collect information for analyzing your students’ progress that helps you to gauge how students are progressing with the curriculum

Daily to Weekly Assessments

Progress Charts (Sample)◦ Provide students with opportunities and

instruction for monitoring individual progress◦ Collect student progress charts and review with

students◦ Create portfolios◦ Create Class Progress Charts (Sample)◦ Determine method for assigning/awarding credit

for improved academic progress

Student Self-Monitoring

Exit Tickets Journaling

◦ Reflection/Analysis◦ Work sample “artifacts” (photos, “temperature

check” drawings)◦ Blogs and Vlogs

Class Temperature Checks◦ Where do you stand?

Daily/Periodic Reflections

See presentations on CBM/CBA/CDAP In general, determine what you will teach,

prepare objectives, determine pre-requisite skills, verify student readiness, teach and collect student performance data, review and analyze, move forward or reteach

Concepts or Curriculum Sequence

What to Teach in operational terms

How to Teach to required levels of mastery.

Instruction is delivered directly and systematically to ensure high levels of student competence◦To increase academic engaged time◦To maximize knowledge and skill

Components of Effective Instruction

Systematic planning of instruction

Elements & Sequence Process of Academic Competence

Essential elements◦ Theory of Knowledge◦ Theory of Observation◦ Theory of Interpretation

Sequence◦ Assessment◦ Instruction◦ Verification◦ Revision=>Continuation

Consequent Generalization

Far transfer• Apply to other settings

Expertise• Teach oneself

Dissemination• Teach others

Subsequent GeneralizationApplication• Use in the existing setting

Synthesis• Systemic conceptions of knowledge & skill

Antecedent GeneralizationFoundational Knowledge• Acquisition• Comprehension

Foundational Skill• Production• Maintenance

Academic CompetenceFoundation Application Expertise

Consequent Generalization

Far transfer: Apply to other settings

Expertise: Teach oneself

Dissemination: Teach others

Subsequent GeneralizationApplication• Use in the existing setting

Synthesis• Systemic conceptions of

knowledge & skill

Antecedent GeneralizationFoundational Knowledge• Acquisition• Comprehension

Foundational Skill• Production• Maintenance

Academic CompetenceFoundation Application Expertise

What is the content?Vision, Goals, Objectives

Who are the students?What do they know? What are the prerequisites to learn new content?

Disposition (Pscho-Social Access)Preparation

How are students connected to the content?What is their motivation to engage

Assessment Theory of Knowledge

What assessments are needed to observe◦ Content◦ Student pre-requisites for the content to be

taught◦ Connection of students to content

Assessment Theory of Observation

What was actually taught? What was actually acquired? How do you know?

Assessment Theory of Interpretation

MODELS OF INSTRUCTION

DI is appropriate for teaching basic skills SI is a general procedure based upon DI

Systematic and Direct Instruction

Cross-curricular skills (reading, writing, basic computation, study skills).

Content-specific skills (learning science vocabulary, lab procedures, reading maps, etc.).

DI: Appropriate for teaching basic skills

Gain the students’ attention Structure the lesson (preview, advance

organizer) Modeling Guided Practice Independent Practice Review

Direct Instruction Process

Ask many task-related questions. Prompting

◦ Engage students during modeling Provide corrective/”non-corrective”

feedback

Teacher Behaviors During Instruction

Maintain an appropriate pace Use an appropriate style-to-lesson format Monitor class behavior Review with reteaching

Teacher Behaviors During Instruction

Preparation◦ Task analysis◦ Determining level of mastery

Delivery◦ Using appropriate examples/non-examples◦ Determining appropriate activities to frame

learning objectives Evaluation

◦ Test what has been taught ◦ Testing based on how you taught

Tools of Instruction

High levels of academic engaged time◦ Attending to assigned tasks◦ Displaying appropriate classroom behaviors

asking for help helping others appropriately—peer-assisted

instruction listening and complying with teacher directions and

instructions

Student Behaviors during Instruction

Systematically identify skill and knowledge requirements

Objectives of instruction Sequence instruction Deliver instruction Evaluate, reteach, and/or continue

Systematic Instruction