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How can we collect relevant evidence of student understanding?

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Ultimately, we want to consider how we can collect relevant evidence of student understanding but first let s consider our current understanding of formative ... – PowerPoint PPT presentation

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Title: How can we collect relevant evidence of student understanding?


1
  • How can we collect relevant evidence of student
    understanding?

2
  • An assessment functions formatively to the
    extent that evidence about student achievement is
    elicited, interpreted, and used by teachers,
    learners, or their peers, to make decisions about
    the next steps in instruction that are likely to
    be better, or better founded, than the decisions
    they would have taken in the absence of the
    evidence that was elicited.

3
Drilling Down To Deeper Understanding
  • Collecting information about student thinking /
    understanding in relation to specific learning
    goals
  • Interpreting information that helps to hone in on
    essential learning needs to address
  • Acting with purpose based on what was learned
    from the information collected and actively
    involving students in the process.

4
Unpacking classroom formative assessment
Where the learner is going
How to get there
Where the learner is
Providing feedback that moves learners forward
Engineering effective discussions, tasks, and
activities that elicit evidence of learning
Teacher
Clarifying, sharing and understanding learning
intentions
Peer
Activating students as learning resources for one
another
Activating students as owners of their own
learning
Learner
5
Unpacking classroom formative assessment
Where the learner is going
How to get there
Where the learner is
Providing feedback that moves learners forward
Engineering effective discussions, tasks, and
activities that elicit evidence of learning
Using evidence of achievement to adapt what
happens in classrooms to meet learner needs
Teacher
Clarifying, sharing and understanding learning
intentions
Peer
Activating students as learning resources for one
another
Activating students as owners of their own
learning
Learner
6
  • Read the first two of the Five Key strategies.
    (Clarifying, sharing and understanding goals for
    learning and criteria for success with learners
    and Engineering effective classroom discussions,
    questions, activities, and tasks that elicit
    evidence of students understanding)
  • What connections to the learning cycle do you
    see?
  • What ideas might be important when constructing
    tasks to assess student understanding?

7
  • How can we collect relevant evidence of student
    understanding?

8
Drilling Down To Deeper Understanding
  • Collecting information about student thinking /
    understanding in relation to specific learning
    goals
  • Interpreting information that helps to hone in on
    essential learning needs to address
  • Acting with purpose based on what was learned
    from the information collected and actively
    involving students in the process.

9
Typical Cycle
  • Gather
  • How much have my students learned of what I have
    taught?
  • Evaluate
  • How many have got it? Did enough of them get
    it so I can move on or do I need to slow down?
  • React
  • Do I re-teach to the entire class or assign a
    review to a few? How can I teach more effectively
    next time?

10
Rare but effective cycle
  • Collect
  • What and how are my students learning in
    relation to the learning goal?
  • Interpret
  • What are the strengths problematic aspects of
    their thinking? What do they need next to deepen
    their learning?
  • Act
  • What learning experience, or feedback will
    address the needs I just identified?

11
Teaching Focused
Learning Focused
  • Gather
  • How much have my students learned of what I have
    taught?
  • Evaluate
  • How many have got it? Did enough of them get
    it so I can move on or do I need to slow down?
  • React
  • Do I re-teach to the entire class or assign a
    review to a few? How can I teach more effectively
    next time?
  • Collect
  • What and how are my students learning in
    relation to the learning goal?
  • Interpret
  • What are the strengths problematic aspects of
    their thinking? What do they need next to deepen
    their learning?
  • Act
  • What learning experience, or feedback will
    address the needs I just identified?

12
Collecting with Intention
  • What are the relevant learning goals?
  • What specific knowledge am I targeting?
  • What student responses do I anticipate?

13
What makes a good assessment task?
13
14
  • For each task consider
  • What evidence about student understanding of the
    topic did the assessment elicit?
  • Can you tell from the task whether student
    understood the topic?
  • Did the evidence give you actionable information,
    did it tell you WHY and What they didnt
    understand?

15
  • What did you notice about what makes a good
    assessment task?

16
Bookmark for Friday
  • How can your PLC help you generate better
    evidence of student learning?
  • How can you deepen your discussions around
    generating evidence of student learning in your
    PLC?
  • What messages do you need to share with your
    principal?

16
17
  • How can we more deliberately and effectively
    collect relevant evidence of student
    understanding?
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