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Juliana Ragusa

on 8 June 2015

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Teachers are supported with plenty of hours a week for planning and learning with other teachers and students.
Assessing for the service of learning
High-stakes accountability tests don't count anymore
First of all, you don’t have to assess people all the time… People don’t have to be ranked in terms of some artificial [standards]. The assessment itself is completely artificial. It’s not ranking teachers in accordance with their ability to help develop children who will reach their potential, explore their creative interests. Those things you’re not testing". (Noam Chomsky)
Teachers master their time
What is assessed?
Why are we assessing students?
Assesment is FOR learning
Assessment Strategies:
Giving student's
voice and choice
Dynamic assessment
Authentic assessment
Assessment of prior knowledge
The use of feedback
Explicit criteria
Student self-assessment
Peer Assessment
Evaluation of teaching
Learning contracts
Rethinking assessment methods
Inspired by Noam Chomsky, the reasons for assessing students are: inspiring them to discover on their own, to challenge if they don’t agree, to look for alternatives if they think there are better ones, to work through the great achievements of the past and try to master them on their own; to use assessment as a basis for growing, on their own.
Again, education is really aimed to just helping students get to the point where they can learn on their own because that’s what you’re going to do for your life, not just to absorb materials given to you from the outside and repeat it.“
Saturday, May 09, 2015
Vol XCIII, No. 311
In both Primary and Secondary levels
The dream of giving students voice
We count on a cognitive and socio-constructivist paradigm (Shepard,2000) which considers teachers' close assessment of student's understandings, feedback from peers, and student self-assessment as a central part of the social processes that mediate the development of intellectual abilities, construction of knowledge and formation of student's identities.Learning is authentic and connected to the student's world outside school. Our curriculum is constructed with the students, who discuss possible goals for that group and decide on a number of items to do well and deeply, demonstrating their ability to apply the knowledge and skills through project-based learning (PBL) that develop their expertise in a coherent way of thinking and representing problems through social interactions. Kids are always inquiring, registering, analyzing and explaining their hands-on projects through problem-solving. Work is self-initiated,designed and conducted by students with teacher's mediation.
Empowering students for the new paradigm shift may no be such an easy task. We ought to
resist ourselves - from overlapping their voices with our pedagogical need to follow a recipe or to write a book of rules beforehand, without their genuine collaboration. We have to prepare ourselves to deal with the unexpected. We need to be resilient enough,be confident with our theoretical underpinnings, call for assistance so that we can develop a classroom culture with learning at its center.
My dream is to give students voice and choice
to capture the constructive nature of learning.

- Teachers discuss assessment possibilities, work and criteria with students as a means to redistribute power and establish more collaborative relationships with students;
- Discussion of social meaning of evaluation;
- Focus on the process and commitment to established criteria;
- Emphasis on student's need to learn and application of knowledge in authentic contexts
Picture 'Assessment Rocks"from:
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