Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Chapter 7: Thinking like an assessor

No description
by

Alina Van Nelson

on 21 October 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Chapter 7: Thinking like an assessor

Focus of the chapter
1. What evidence can show that students have achieved the desired results?
2. What assessment tasks and other evidence will anchor our curricular units and guide our instruction?
3. What should we look for, to determine the extent of student understanding?
Two approaches to think like an assessor
Activity designers
: focused on fun for students, what students may wish to do, how tests should match what s/he has taught, how it should be graded and justified to parents, how students did on tests.
Assessors:
what evidence would suffice to reveal understanding, what performance tasks should anchor the focus of the unit, what different types of evidence would reflect the desired results, if the assessments distinguished between the students who understood and those who only seemed to.

From snapshot to scrapbook
Authentic performance
1. is realistically contextualized
2. Asks the student to"do" the subject
3. Replicates key challenging situations in which adults are truly "tested" in the workplace, in civic life, and in personal life
4. Assesses the students' ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex and multistage task.
5. Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.
Exercise vs. problem
How did you understand the difference? Does this apply to your class right now? Please explain.
thinking like an assessor
1. To think like an assessor / to think like a teacher: what does that mean to you?


2. Why is to think like an assessor defined as an "unnatural process" in the book?
Chapter 7: Thinking like an assessor
GRASPS: Goal, Role, Audience, Situation, Performance, Standards.
the book suggests using the design prompts on page 159: useful?
In order to build assessments for understanding, designers must use the six facets of understanding in order to better guide instruction.

p. 163-164
Curricular priorities and assessment methods
Full transcript