Final Thoughts - 5013

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Map IEC/ISO 27001:2013 Annex A - English

luonut Grandt Grandt

Entorno social de aprendizaje (SLE)

luonut ERICK ERNESTO ROJAS TECSI

How I Discovered the Key Principle of Communication

luonut Colin Robertson

Characterization Study

luonut Kendall Mendoza

Research & Assessment Final Thoughts

Checklists

o “The simple act of establishing objectives and criteria with your students allows them to progress, because they will have a better understanding of what they need to do to reach their full potential.”

FEEDBACK

doesn't offer a plan of action

top down

tries not to be mean

Is an information dump

Points out problems

Affirms what the person already knows

“Frankly, I’m amazed by the number of educators whose opposition to standardized tests and standardized curricula mysteriously fails to extend to standardized in-class assessments.”

Achievement Chart

Criteria with which to assess and evaluate student learning

Basis for consistent and meaningful feedback

Plan instruction

Assessment tasks including rubrics

Provide common framework

Standardized Testing

https://www.youtube.com/watch?v=YtE0OsRWeYI

"We must constantly remind ourselves that the ultimate purpose of evaluation is to enable student to evaluate themselves." – Arthur Costa

"As testing isn’t going anywhere, it is of value to all those in the teaching and learning process to be more assessment literate." -Patrick Riccards

Is it about the learning or the score?

Grading

DONT: Base grades on bell curve

DONT: Base grades on unclear target

DONT: Give extra credit or bonus marks

DONT: Apply late marks

I believe this applies well for elementary grading however, I can't imagine it being particularly helpful after a certain time frame in grade 11 or 12.

DONT: combine attitude and effort with achievement

DONT: Use zeros

DONT: give marks for homework or practice

Meant to reinforce learning and master skills

Checked for completion: yes

"Grades are so imprecise they are almost meaningless" Marzano

Anecdotal Notes

o Combination of both formative and summative assessment for consultation with a support staff

o Summative assessment for conferring with families about a child’s progress

o Formative assessment for determining instruction that matches the strengths and needs of the students

o Use abbreviations, write in past tense, support records with evidence, avoid redundancy

o Observing students in instructional settings (notes) observe small groups of students at a time – not full class

o Gain information on students in order to develop portfolios

FEEDFORWARD

Refines group dynamics

Has an impact

is authentic

Is particular

Expands possibilities

Regenerates talent

Formative Assessment

Repeat the process

Plan instruction around content requirements and student needs

Look for patterns

Engage students with formative assessment

Assess persistently

Make feedback user-friendly

Provide instructive feedback

Make room for student differences

Begin with clear Knowledge, Understanding, and Dos

Help students understand the role of formative assessment.

Rubrics

Single point rubric

Notes on how the work exceeds expectations

Criteria for proficient performance

Notes on what needs improvement

DEFINITELY A FAVE!

Areas where we assess and evaluate:

Communication

Thinking

These items require students to: *select more than one tool and sequence them (e.g., add first then subtract) or use reasoning to determine the explanation.  There may be more than one way to answer these questions.

Application

These items require students to: *select the appropriate “tool” (representation,  model, computation) or get the necessary information *“fit” it to the problem.

Knowledge

These questions assess basic knowledge or understanding of concepts.

These items require students to demonstrate: *subject specific content (knowledge) *the comprehension of its meaning and    significance (understanding)

IEP

How do you assess a student on an IEP?

“This (letter grade/percentage mark) is based on achievement of expectations in the IEP that vary from the Grade X expectations (and/or) are an (increase/decrease) in the (number and/or complexity) of curriculum expectations.”

If the expectations in the IEP are MODIFIED, teachers must check the “IEP” box for that subject/strand on the Progress and/or Report Card and teachers must also include the following statement in the section “Strengths/Next Steps for Improvement”

If a child can’t learn the way we teach, maybe we should teach the way they learn. -Ignacio Estrada

Self & Peer Assessment

o Give students options to circle and explain each option clearly as a group before filling out o Use plain language that is easy for students to understand o Leave room for students to suggest next steps

Self assessment can be defined as “the process by which the student gathers information about and reflects on his or her own learning … [it] is the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes. Self-assessment leads a student to a greater awareness and understanding of himself or herself as a learner” (Ministry of Education, 2002, p. 3).

o Students take responsibility of their own learning o Helps students better understand the assessment criteria you provided o Enables students to include important performance dimensions that would not usually be included in their grade (Ex: effort). o Teaches students how to give constructive criticism o Gives information students can use to improve their work. o Development of metacognitive skills

• Ensure students know the criteria for quality work • Engage students in discussion as to why self-assessment is beneficial • Ensure anecdotal feedback in addition to scores/grade