Transcript * Jacque Melin – GVSU www.formativedifferentiated.com [email protected] * Anything about “informative assessment.” * Pocketmod.com.

*
Jacque Melin – GVSU
www.formativedifferentiated.com
[email protected]
* Anything about “informative assessment.”
*
Pocketmod.com
*By the end of this workshop,
you should be able to say…
*I can deconstruct my standards into clear,
student friendly learning targets.
*I can use routine formative assessments
during my lessons everyday.
*I can use reflective formative assessments
during some of my lessons.
*I can create student-involved rigorous
formative and summative assessments.
*
A quick review
*
*Takes place WHILE the
teaching/learning is
happening;
*Coaching students to hit a
series of learning targets;
*Making students partners in
their learning;
*Descriptive feedback and
part of instruction;
*Assessment FOR learning.
*
*
“I can…” statements
*Statements of intended learning.
*Statements that describe how we will know
that we have learned it.
*Should be posted, not just shared verbally.
*
Christina Hank
http://turnonyourbrain.wordpress.com/
“I CAN…” Statements
I CAN identify the steps in the scientific process
I CAN describe the purpose of each step in the scientific process
I CAN use the steps in the scientific process correctly
I CAN make observations about the world around me
I CAN ask questions about the observations I make
I CAN create an investigation to answer the question I ask
I CAN carry out the investigation I have created
I CAN record data and information that I find from my investigation
I CAN communicate the results of my investigation through discussions,
graphs and charts or another form that I see fits
I CAN look over my observation, questions, investigation and results and
form a conclusion to my original question.
GOT IT!!
Still
working
on it
I need
some
more
time
*
*A judgment, usually
communicated by a grade or
score, about how well
students achieve the final
learning targets;
*Evaluative feedback and
after instruction;
*Assessment OF learning.
*Types of Classroom
Assessments
* OBTRUSIVE Assessment – instruction/learning STOPS while students
‘take the assessment”;
* UNOBTRUSIVE Assessment – instruction/learning continues as the
teacher observes students performing a task; and
* STUDENT-GENERATED Assessment – students generate ideas about
the manner in which they demonstrate understanding.
Informative
Assessment
Name:
Date:
Place:
From Fogarty
& Pete –
Wildly Exciting,
2010
Take Away
Window:
Routine Assessments
Everyday, All day
Unobtrusive
Routine Assessments
Everyday, All day
Unobtrusive
 Think-Pair-Share
 Exit Cards
 Signaling
Unobtrusive
Think-Pair-Share
• Alphabet Graffiti
• Card Trick
• Dry Erase – Back-toBack Boards
• Onion Circle
• On a Roll
• Spinner
*
Exit Cards
• Entrance/Exit Cards
• Bump in the Road or
Fogginess
• Letter to Principal or
Parents
• Most Valuable Points
• Quick Write/Quick
Draw
• Synectics
• Twitter Post
• WallWisher – Web 2.0
Signaling
• Magnets/Post-Its
• Windshield Check
• Use of Technology
*
*
A
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From Fogarty
& Pete –
Wildly Exciting,
2010
*
*Each student picks a playing card.
*When the teacher asks a question or gives a
problem, discuss it with your partner.
*The teacher will say something like, “all red cards
stand” or “all Kings stand.”
*The teacher will pick someone who is standing to
respond.
*
*You and your partner each get a mini-white board
and stand back-to-back.
*The teacher asks a question and you each answer on
your board.
*When the teacher says “turn around” you show each
other your answers and discuss.
*Outside/Inside Circle
*Inside and outside circles of students face each
other.
*Within each pair of facing students, students quiz
each other with questions they have written or
problems they have created.
*Outside circle moves to create new pairs.
*Repeat.
*
*Each table rolls a number cube
*Students at the table answer the question that
corresponds to the number rolled
*Can be used for several days over the course of
a topic of study
*
1.
2.
3.
4.
5.
6.
Write a question someone should be able to answer
after hearing this lesson.
Explain the most important idea in the lesson in a way
a first-grader could understand.
Draw a picture that represents the main idea of the
lesson.
Tell which part you found to be the most confusing.
If you were going to learn more about this topic, what
would you choose to investigate.
Write a headline for a newspaper article about today’s
lesson.
*
*In response to a teacher prompt or question,
students THINK,
*Then PAIR (discuss with a partner),
*And then SHARE ideas with the whole class –
only those whose number is called (using the
spinner) share.
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*
*Students write a response to a teacher generated
question on a slip of paper.
*Teacher can review and re-teach.
*Entrance cards – questions related to upcoming
learning.
*Exit cards – questions related to completed
instruction.
*Variation – use same question for both Entrance and
Exit.
*
* Name
* Answer:
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
*
*Write down something from the lesson that they
find confusing or difficult.
*Collect responses and review, OR
*Form small groups and ask students to share
their “bumps” and seek clarification.
*
*Write a short letter to the
principal/parent telling him or her all
of the ideas you have learned about
this week.
*
*Students list
*3 new ideas
*2 connections
*1 question
*1-sentence summary
* Betsey Kennedy
3 Pointer
(3 New Things You Learned)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
2 Pointer
(2 Connections You Can Make)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
Foul Shot
(What Question Do You Have?)
*____________________________________________
_____________________________________
* Betsey Kennedy
Quick Write/Quick Draw
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
From 25 Quick
Formative
Assessments for
a Differentiated
Classroom
*
*Teacher selects an important topic
*Students list 4 unusual items (unrelated to
topic)
*Students create a relationship between the
topic and each of the 4 items
* Betsey Kennedy
a school because
a tricycle because
The Constitution is like…
a guitar because
a Walmart store
because
* Betsey Kennedy
*
*Can be used as a Ticket-Out-the-Door
*Students summarize what they learned using
no more than 140 characters
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FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES
SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.
* Betsey Kennedy
*
*http://www.wallwisher.com/
*
*
*
*
No clue
I’ve heard
of this.
I know a
lot about
this.
I’m an
expert on
this.
*
*
*Includes all types of questions
*Doesn’t require individual
student Google account
*Minimal
set up time
*
*Instant feedback in seconds.
*Use cell phone or any other
device connected to the internet
*Poll
*
*Mobile studying!!
*Digital flashcards and games.
*Quizlet preview
*
*Needs cell phone/internet
capable device
*m.socrative.com
*Room # 7615
As a team of future
educators:
Discuss with your peers the
Unobtrusive or Routine
strategies you intend to use.
Reflective Assessments
Many days, Deliberate ways
Unobtrusive
Reflective Assessments
Many days, Deliberate ways
 Agree/Disagree
Questions
 Human Graph
 Student Portfolios
 Checklists and Rubrics
Unobtrusive
Reflective Assessments
Many days, Deliberate ways
Unobtrusive
 Agree/Disagree
Questions
 Human Graph
 Student Portfolios
All of these promote
self-assessment
self-reflection
and Goal Setting
 Checklists and Rubrics
* 1. Social Studies is the best subject in school.
* 2. Wealthy colonists should have all been loyalists.
* 3. If people don’t like their government, they should start a
revolution.
* 4. All people have the right to be treated equally.
* 5. The colonists were justified to declare independence from
Great Britain.
*
*Anonymous Pre-Assessment
*Number paper from 1-5
*Answer questions in the following way:
* 5: I do this on an ongoing basis, or this happens all the time in
my classroom
* 4: I do this frequently, or this happens frequently in my
classroom
* 3: I do this sometimes, or this sometimes happens in my
classroom
* 2: I do this infrequently, or this happens infrequently in my
classroom
* 1: I don’t do this, or this doesn’t happen in my classroom
*Question #1
*I understand the relationship
between assessment and student
motivation and use assessment to
build student confidence rather
than failure and defeat.
*Question #2
*I articulate, in advance of
teaching, the achievement
targets my students are to hit.
*Question #3
*My students describe what
targets they are to hit and
what comes next in their
learning.
*Question #4
*My students are actively,
consistently, and effectively
involved in assessment,
including learning to manage
their own learning through the
skills of self-assessment.
*Question #5
*My students actively,
consistently, and effectively
communicate with others
about their achievement
status and improvement.
*
*
Rigorous Assessments
Some days, thought provoking ways
Obtrusive
Rigorous Assessments
Some days, thought provoking ways
Obtrusive
 Selected Response, Extended
Written Response
 Student Involved Item Analysis
 Performance Assessments (PBL)
* Have students indicate if
they are sure or unsure for
each question
Multiple Choice: Circle the letter that best answers the question. Color in the face
indicating whether you are sure or unsure about the answer. (1 point each)
1. What is the name of this coin?
A.
B.
C.
D.
penny
nickel
dime
quarter


Note that capital letters
should be used for the
distracters.
*Include a
Student Analysis Piece
Correctives
Correctives
Enrichment
*
(PBL)
*
Questgarden
The Buck Institute
*Harold
Melvin and the
BLUENOTES
1975
“Wake Up Everybody”
Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead
The world has changed so very much from what it used to be
There’s so much hatred, war and poverty.
Wake up all the teachers time to teach a new way
Maybe then they’ll listen to what you have to say.
They're the ones who are coming up and the world is in their
hands.
When you teach the children,
teach them the very best you can.
The world won’t get no better,
if we just let it be.
The world won’t get no better,
we got to change it..yah.. just YOU and ME.
Thank you for all you do,
for all the children!