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2nd YTP Assessment

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by

Jen Loika

on 10 December 2013

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Transcript of 2nd YTP Assessment

ASSESSMENT
and
FEEDBACK

Learning Targets for
Assessment and Feedback
3 Stages of Curricular Desig
n
Assessment
WORK
TIME!

1. Identify desired results
Incorporating the research of
Wiggins/McTighe, Marzano,
Pollock, and Stiggins

Understand the
difference between FORMATIVE
and SUMMATIVE
assessment
Know effective test design principles
Understand the
importance of using
assessment as
FEEDBACK
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Testing in the age of PERA
Testing Data in ACTION!
EPAS DATA Trends = Programatic Decisions
Assessment: Snapshot vs.
Photo Album
Sound assessment requires
multiple evidence

over time -
a photo album
vs. a single snapshot.
This requires the use of
formative assessment
as well as
summative
.
Two Types of Assessment:
Assessments OF Learning
How much have students learned as of a particular point in time?
Inform, measure and sort
Reasons for (Purpose of)
Assessment (Stiggins)
We assess for three reasons:
Daniel Pink and “Drive”
Motivation
Wormeli (2006) Questions
The Student’s Dip Stick
The Assessment Process
Rubrics
Now we have the test –
what can we do with the results?
Test Writing Tips
Content-based ? vs. Skills-based ?
Assessments FOR Learning
How can we use assessment information
to help students learn more?
Inform, motivate and set up for success
SUMMATIVE
FORMATIVE
to INFORM
decisions
to
MOTIVATE
students
to MEASURE
student achievement/
progress
Are our assessment practices
balanced
?
Where am I going?
Where am I now?
What do I understand?
What can I do to close this gap?
1.) Provide students with a clear and understandable version of the Learning Target
2.) Use examples of strong and weak work
3.) Offer timely, specific, and descriptive feedback
4.) Teach students to self-assess and set goals
5.) Teach students focused revision
6.) Engage students in self reflection and let them keep track of and share their learning
&
Student Trends
Class Trends
Course Trends
Using the
BEST
assessment
methods
Order of Questions
Cognitive Level of Questions
Multiple Choice Questions
Free Response Questions
Analyze/Revise an Assessment
Work on RUBRICS
Align assessment to
standards in MM
Generate formative
assessments to
enhance your lessons
Any other ideas?
TYPE 1
TYPE 2
TYPE 3
Measures a certain group of students in the same manner with the same potential assessment items
Scored by a non-district entity
Widely administered beyond Illinois
EX: ACT, SAT, AP Exams, Aspire, PARCC

Developed/adopted/approved by the district
Used on a district-wide basis
Given by all teachers in a given grade/subject area
EX: District Common Assessment

Rigorous
Aligned with the course’s curriculum
The evaluator/teacher determines measures of student learning
EX: Teacher Created Assessments

at
least
1
OR
AND
at
least
1
Which is an example of formative assessment?
A
B
Content-based ? vs. Skills-based ?
#2: What is the tone of the poem?
Mention imagery from the last
two lines to support your assertion.
#1: The poet compares love to a flower
in the last line. Is that an example of
a simile, a metaphor, onomatopoeia,
or asyndeton?
#3: Imagine that the last three lines were changed so they read this way:
Yet we reiterate love! love! love!
as if it were a coin with a fixed value
instead of an assassin who kills, and looks for a new victim.

How do the tone and theme of the poem change when revised this way?
Full transcript