Group items tagged

"The CEFR has had a particular influence on language assessment. The following tools are available to assessment providers and other practitioners with an interest in language testing:"

A great graphic for how to know you're doing great assessment

A great reminder of why we need to give the keys to the students and let them drive from time to time.

A handy framework with reflective questions to help guide teachers toward a better understanding of how to plan, support, and assess student learning using a 21st century curriculum.

I am not a math teacher, but I really like the ideas here. I am working at getting a handle on differentiation and inquiry-based learning for my subjects and classes (Our classes typically have 5-10 students with assessments and IEPs)..

Full disclosure: I think in neat little boxes, this is totally my kind of infographic

Thank you both for sharing these matrices. I am going to steal at least one for part of my presentation to my faculty tomorrow morning! Helps you to evaluate if you really are using your device as a "$1000 pencil" as Alan November likes to say.

This is great.. going to share with my department head this week.

In addition to helping students take notes, the Echo Pen represents a new way for teachers to assess students while they're presenting or explaining something. You can even go back later to hear their presentations. I'd stick it under the Augmentation category of SAMR since improves one's ability to take detailed notes but doesn't bring you to a whole new level of assessment.

An interesting look at ways to structure assessments to get to "deeper learning"; nothing earth shattering in this article, but some interesting ideas to consider!

This will give you all the resources needed to get you started in PBL... If you're interested read the links at the bottom to further your understanding...

Great comparison chart of the various tools that can be used for backchannel and informal assessment

Learning from coaching and learning in other situations to giving feedback in classrooms.

Useful for all teachers!

Worth checking out. Worth buying the journal.

Presentation notes and exemplars from Dr. Puentedura's speaker series and keynotes.

"SAMR, STEM and Assessment The slides for my workshops at the Calgary Girls' School are now online: SAMR, STEM and Assessment"

SAMR............To achieve transformative results in one-to-one technology initiatives, a basic office suite will not suffice.

Some interesting comments at the end about assessing internet search skills.

Interested in immediate assessment to help you drive the learning in your class? Here are some helpful ways to do this... Poll Everywhere and Socrative are great places to go!

Are you where you think you are?

Great WorkThrough of SAMR and how you can use it design lessons or assess them. Thanks to Tim from Lakefield for the link!

"For every job, though, the No. 1 thing we look for is general cognitive ability, and it's not I.Q. It's learning ability. It's the ability to process on the fly. It's the ability to pull together disparate bits of information. We assess that using structured behavioral interviews that we validate to make sure they're predictive.""

"If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."