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jlinman7

The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 0 views

  • If we don't know where we are going, we may or may not get there.
  • Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
  • It is important that we allow students other modes of showing what they know, and we can also use these performance assessments to assess different learning outcomes.
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  • It allowed them to go deeper and express their creativity with the content.
  • Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success.
  • By providing choice, more students were able to own how they showed what they knew.
  • These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning. Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
  • The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia
    • jlinman7
       
      (Week 7: Javon and Kim) I found this Edutopia article on Diigo. This article is about using well-developed assessments to set goals for student-learning and how it can shape instruction. The author, Andrew Miller of Edutopia, highlights Stanford Professor Linda Darling-Hammond's 5 key nuggets for a successful assessment. 1. Meaningful Unit Goals and Question Professor Darling-Hammond states the importance of beginning with the end in mind which is setting a purposeful goal at the beginning. Kim stated during our implementation meeting #2 last night that "this is very realistic when creating lessons plans as it ties in with Common Core State Standards." With the "Question" piece, Professor Darling-Hammond surfaces having a relevant "question" for the students to examine around the topic. 2. Summative Assessment Through Writing The second key the author states for a successful assessment is 'Summative Assessment Through Writing.' She stated with the written assessment, she would give the students some choice (i.e. write a letter or do an essay around the given subject), but they would still need to perform research and cite evidence. 3. Performance Assessment Through Presentation and Portfolio 'Performance Assessment Through Presentation and Portfolio' is the 3rd key of this article. Within this section, the author conveyed the importance of allowing students to show what they learned. Within this article is an 8-minute very informative video that shows students having the freedom to express their learning through presentations, projects, papers, and collaborative efforts with their peers. Kim and I both feel this is a great tip as this will show what the students learned and the areas where additional instruction time may be needed for deeper engagement. 4. Formative Assessment and Feedback Along the Way The fourth key Miller focuses on of Professor Darling-Hammond's is 'Formative Assessment and Feedback Along the Way.' Ensuring s
  • The 5 Keys to Successful Comprehensive Assessment in Action Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning. By Andrew MillerMarch 16, 2015close modal
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    This is a great read for our SMART goal. An assessment is a great way to figure out what the students know, what they want to know, and what interests them the most so we are able to improve and adjust our teaching.
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    Week 9 Melissa and Claire: This article is accessible using the link above though Diigo Well crafted formative and performance assessments which include setting meaningful goals, and giving students ownership over the process can powerfully and positively affect teaching and learning. The key to good instruction is assessments. Assessments show what students know, what they want to know, it allows us to adjust our instruction to cater to each student. There are 5 keys to an effective assessment: Meaningful unit goals and questions, summative assessment through writing, performance assessment through presentation and portfolio, formative assessment and feedback along the way, and student ownership of assessment process. These methods of assessments are to be done with the students putting a focus on the student and their learning. Resource: The 5 Keys to Successful Comprehensive Assessment in Action By: Andrew Miller
jlinman7

Creating an assessment-centered classroom: Five essential assessment strate...: UMUC Li... - 0 views

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    (Week 8: Javon and Kim) I found this article on UMUC in the online Library. Traditionally, classrooms are not assessment-centered focus. Most often students take an assessment after learning specific content, but in an assessment-centered learning environment, the teacher and students have a road map for learning and is more positive. Author and Professor, Steven L. Turner, PhD., raises an article on creating an assessment-centered learning classroom. He does this by presenting PILOT -an acronym for an assessment strategy. PILOT Assessment Strategy P- Preassessment The purpose of Preassessment is to evaluate a student's knowledge about a particular subject that will be taught. Turner suggesting asking a series of questions to gain this information (i.e. "What is the student's current knowledge about this unit", "What students are interested in this topic?" etc.). Preassessment surfaces student thinking and information that helpful for teachers and those designing curriculum and assessments. I-Identify student strengths and areas of need (readiness) Identifying the areas where students are strong enables them to be more engaged in the topic. Students are also able to self-assess to identify where they presently are, become aware of their challenged areas, and what it will take for their progress. L-link differentiated classroom learning experiences to district standards and learning goals Linking the classroom learning experience to standards and benchmark testing have proven to be successful. Curriculum that links with the Common Core Standards - what students in K-12 should learn in language arts and math, strengthens foundational knowledge for students. O-offer multiple in-class assessment opportunities Offering multiple assessment methods allows the student to take control of their learning while putting them in the "driver's seat." Although this step could be time consuming it shows the student that the instructor cares and is conc
tricia1022

The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 19 views

  • goals
  • These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning.
  • Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
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    • tricia1022
       
      I do aspire to coach students through their difficulties. This articles gives teachers a lot to live up to. I like how it condenses unit planning.
  • podcast or a Prezi
  • learning
  • I want to make sure that all of my students succeed, so I must know those goals for all students.
  • "Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content." "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience." "Gather relevant information from multiple print and digital sources, assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources."
  • Whether those are Common Core State Standards or other important district- or school-level objectives and outcomes, we must make sure that our units of instruction are aligned to them.
  • I began with the end in mind when I planned this unit
    • tricia1022
       
      Having a picture in mind of what product I want students to create is easy. Mapping out all the skills that students will need to create the product I am still working on but very possible.
    • tricia1022
       
      These standards have to be incorporated into your entire school year for students to receive enough practice to master them. Feedback on the little things like warm up responses should have impact on the larger pieces of writing. LIGHT BULB IDEA have students rewrite responses from warm-ups and read them out loud to a partner. Have them do it the old way once, then the new way.
    • tricia1022
       
      Explaining a concept in writting is a higher-order thinking skill. A student can demostrate learning through writing an explanation. teachers have to give students enough sustenance to build knowlegde upon to own the concept.
  • . Student Ownership of Assessment Process
  • "How do advertisers trick us?"
  • Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
  • Portfolio
  • In fact, students were able to show some of their content knowledge as well as speaking and listening standards around collaboration and effective presentation.
  • Performance assessments like these allow us to check not only for engagement, but also for deeper learning through 21st-century skills.
  • Feedback
  • differentiation decisions
  • Students were also given specific, timely, and actionable feedback through the formative assessment process, with peer critique, teacher critique, and even outside expert critique on their performance assessments.
  • the power of media.
  • the rubrics
  • ments
  • learning
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    WEEK 8 - (Chris Baugher, Patricia Bankis and A. Burns) Assessment is the key to good instruction. It shows us what students know and allows us to adjust our instruction. Assessment is tied to learning goals and standards, but students must own the assessment process as well, as they must be able to articulate what and how they are being assessed -- and its value.
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    point 4 - Formative assessment and feedback along the way - "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." In the video it is mentioned that we often grade students on a paper, tell them what they have done wrong, but do not let them go back and rewrite the paper. Students should be able to experiment and fail... but need to be able to take these failures as lessons to go forward and succeed!
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    Linda Darling-Hammond, professor of education at Stanford University "A false distinction has cropped up in the United States which seems to suggests that it is ok for outside summative assessments to just be multiple choice." She goes on to mention other countries that use project based summative assessments as well as essays, performance and oral examination to allow students to show understanding or learning im more real world methods.
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    This article provides five useful strategies to help students improve and to improve assessments. There are two key factors in this article which ring true for me. The first is "formative assessment and feedback along the way" (Miller 2015) where students are given specific feedback on their assessment on how to improve and continue forward (Miller 2015). "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." (Miller 2015). What this entails if differentiated instruction; something my district and school are pushing for. The second is "student ownership of assessment process" (Miller 2015). Giving students choice, options, and freedom allows students to take ownership and responsibility for doing something all while doing their best on it. In addition, students will know more about what is being asked of them or what they're supposed to do in order to earn a higher grade or preform the task more effectively. "These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning" (Miller 2015). Hopefully with these implementations and integration, students can feel the focus from assessment scores to learning content and gaining understanding.
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    This article is useful when considering big picture assessment objectives. In my own experiences, I have touched upon each of these strategies when conducting an assessment, but I've never built each of them into one assessment. The (5) strategies mentioned in this article include: Aligning Essential questions at the beginning of a unit to standars, building in written assessment components for students to describe/explain in writing, creating performance and project-based assessments to demonstrate understanding and application of concepts taught, regular and on-going formative assessments and feeback to help teachers to better tailor instruction to meet each learner's needs, and involving students in the decision-making process when choosing activities and when determining diagnostic measurement tools. As a World Language teacher, I think that these tasks which are challenging in themselves to build into curriculum, become extremely difficult in the L2 setting. I'm wondering how L2 instructors find themselves doing each of these things on a regular basis. Do they conduct all of it in L2, as it is suggested that L2 teachers do, or does some of this end up being done in English?
melrichardson21

Exit Tickets | EL Education - 15 views

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    "At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
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    My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
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    This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
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    Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
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    SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
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    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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    Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
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    Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
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    Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
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    Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
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    I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
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    Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
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    I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
ceciledroz

Formative Assessment: Why, What, and Whether - 2 views

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    In this first chapter of his book, Popham (2008) attempts to define what formative assessment is and what it is not. He insists on the fact that formative assessment is a process and in his opinion a classroom process. He refers to a meta-analysis conducted by Black and William (1998b) to show evidence of the benefits of formative assessment and quotes Black and William's claim that "student gains in learning triggered by formative assessment are "amongst the largest ever reported for educational interventions" (p. 61). Popham also warns educators against testing companies who are now offering interim or benchmark tests as "formative assessments" and claims that there's no scientific evidence that district-developed or state-developed periodically administered assessments will improve students' achievement.
laureng1992

Formative Assessment : Why, Wht and Where - 13 views

I think this is a perfect chapter related to what we are trying to do in our group.

615 Spr15 formative assessment all subjects all learners research chapter of a book

mbnorthark

Give One, Get One, Move On (Go Go Mo) | EL Education - 16 views

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    this is a "protocol students can use to share and gain knowledge in preparation for an assessment."
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    Dimension chosen: Student engagment Rating: 3 (Moderate engagement for most students) This activity would be good for preparing for my SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." Students could read a text and then come up with various themes based on their own evidence by passing around the clipboard. I think it would be engaging for majority of my fourth grade students to be able to move around and see new ideas from their classmates.
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    Dimension: Student Engagement Level: 3 (Moderate Engagement for most students) My partner's SMART goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." I could see this GoGoMo protocol as a useful way to both check for understanding and review before upcoming Spanish assessments. Students could help each other review the material, and having to speak to other students also helps them practice in the target language. Also, because students are speaking to multiple other students, it helps keep them active and engaged with this class task.
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    Dimension chosen: Student engagement Rating: 3 This activity would be great to review different strategies to solve a certain math problem. Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
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    Dimension: Impact on learning Rating: 4 Students have to be able to reflect on their learning and they also be prepared to summarize it and present it to their peers. This repetition and organization of their learning will help them remember it better and possibly understand it in new ways.
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    Dimension: Student engagement Rating: 4 This is a good activity to allow students to collaborate and share ideas. It will allow them to focus on a specific topic (essay) by explaining and allowing interactions with peers so that students are not only reading but they understand that writing takes focus. This is useful in supporting my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students so they are able to reach their WIDA exiting level of 4.4 because students will be able to remember what they are learning. As a writing tool, this concept would help to initiate a meaningful asset for improving a student's skills of communication and concepts of what is needed to form a proper essay for writing. It promotes brainstorming for supporting a topic of discussion.
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    Smart Target Learning Goal(s): By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the end of the unit, 50% of students will score 70% or higher on the assessment. Impact on learning - Using this protocol the teacher would be able to see what pieces of the content students are comfortable with and which pieces students are unsure about. This match my teams goals as we all wish to improve test scores. In our groups we noticed that there are gaps in the students learning across the board in specific areas. If we all implement this protocol we would be able to see what students do not understand and make sure to go over it before any assessments.
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    This protocol uses the most basic collaboration tool of pen and paper. My focus dimension is techonolgy integration. There are several options that can be used to integrate techonlogy but not overly complex to distract the students from the instructor's assigned topic. Students ciuld use googke drive, wiggio, padlet, recap, etc. SMART GOAL * For students to be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real life problems and scenarios. * Extending learning units when covering quadratic equations. Assign weekly formative tests to better track progress and adjust to students individual needs. The formative tests should only be 3-5 questions to be able to show progress and allow the teacher enough time to give detailed feedback but also adjust teaching strategy if necessary. * Goal is to show 90% student improvement from beginning of unit to the end of unit. * The games introduced will directly work to improve reading comprehension and application of quadratic formulas on multiple skill levels. * Time to complete goal is a unit of study, optimally 12-16 weeks. I would use this protocol with this SMART goal in the begining of a lesson as a way for students to share and monitor their own progress. However, the protocol does not allow for the teacher to be able to give direct feedback and adjust lessons. This is a huge part of the goal. If one of the technology tools was integrated into the lesson, it would allow the teacher to monitor progress easier and more individually.
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    I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.
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    This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.
Alison Burns

5 Fantastic, Fast, Formative Assessment Tools - 2 views

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    I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Formative assessment is done as students are learning. Summative assessment is at the end (like a test). The importance of formative assessment. 5 tools for formatively assessing your students.
margarita_lp

Adapting Curriculum to Learners' Needs | EL Education - 11 views

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    My SMART Goal: "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." - This resource video on adapting curriculum to learners' needs could assist in differentiation the strategies and activities done in class for students with varying special needs to close their achievement gap since they are not currently receiving many of their needed accommodations.
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    The SMART Goal I will be using: "By the end of the four week close reading intervention, 80% of students will be able to demonstrate improvement in their writing ability by composing a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30 min session". Planning Protocol: I would evaluate this video as a Rigor and Relevance of 4 as each student has an opportunity to engage with the content through differentiated activities suited to their individual learning needs. I feel this particular video was very useful in demonstrating various strategies for differentiating the lesson content to make it accessible to learners of various levels of proficiency. These methods could be extremely helpful in differentiating the content of my SMART Goal to ensure that every student has a opportunity to improve their writing skills according their level of skill.
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    Planning Protocol: Impact on Learning would be a good reflection on this video because the instructor is differentiating the lesson based on the data she has to make sure each student has some type of impact on his or hers learning. I think differentiating the lesson will have a huge impact on each students learning. The SMART Goal that I will be using is "Students will be able to solve an on-grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period." I think this video will be a great instructional tactic because the lesson is differentiated based on the student. With the data the instructor has, the student will be able to receive more help that will help them respond and defend their work on grade level. With students that need more help with sentences.... a sentence starter can be used to help support them.
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    From the Planning Protocol Rubric I choose to relate this video to the dimension "Rigor and Relevance": At the Highest level-Students think and work. All students in this video are being challenged in very different ways this leading them to think and work independently and collaboratively. This teacher does a phenomenal job at differentiating her material on all levels. All students are doing the same work on the reading assignment however the avenue in which they give there response are different. She is able to give each student the support they need ahead of time so that students don't feel singled out. By doing this the students often feel empowered to be able to complete the assignment because they know the supports they need will be available to them. This also allows the teacher to go directly to the students who need extra support because the higher students have the challenges they need as well to not become board with the lesson. The SMART Goal I am focusing on this is one of my team members "After three weeks of targeted instruction, students will increase their pre-assessment scores by 3 or more points, or 75 percent or higher on the post-assessment" Our team could defiantly translate the instructional tactic used in this video to the above SMART goal. The teacher in the video is targeting specific learning goals in her instruction by reaching students at their specific needs and helping guide them all in the same direction teaching the same topic just in different ways. The above SMART goal is all about targeting instruction for the PARCC assessment to improve students scores. All students will have to take the same assessment however the supports they need along the way will be different.
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    This video had some great ideas especially about differentiation that could be used for me to achieve my SMART goal of 100% pass rate for standardized English Language tests amount a targeted group. The teacher's method of pre-arranged assignments to prevent students from feeling singled out is very clever, and especially important for students in that age group. I could see myself adapting these strategies for use in many different classes. From the dimension of 'teacher friendliness' I do think these tactics are not necessarily teacher friendly, but they sure seem to be worth it if it means positive student outcomes.
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    EDTC615 Fall2018 Group 6 Dimension: Teacher Friendliness My SMART target goal is the percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%. The instructional tactic I will use from this video is teacher friendliness. In the video, the teacher displays high level of support, and maintenance with the students. She showed how she provided materials to the students and go over the materials in the class. She also does some great prep work as well. She was seen going around the students table to provide supported as needed. This is very relevant tactic that can be used by my team. The data we both presented covers teaching Microsoft suite-excel, access, word and powerpoint. The instructional style boarders greatly on simulation training, grader activities, grader projects and hands-on practice. In this regard, it is important for the instructor to provide high maintenance and support the students as needed. For instance, during simulation training, the instructor needs to go around the class to assist individual student as needed. The instructor should also provide students will relevant materials and resources to help them achieve success. For instance, in meeting this goal, during our review, we realized that we should teach the topics using 2016 applications as against 2013 applications. This guide of quest was born out of our desire to promote students friendly learning environment. EDTC615 Fall2018
rgreenumuc

Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alph... - 1 views

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    (Week Nine: Ruchel and Beth) This article is accessible through the UMUC library via Document Express. This journal article is about differentiated instruction when it comes to teaching students the alphabet. The article highlights the fact that "Early literacy experiences vary widely... and children show substantial differences in their alphabet knowledge development. Thus, children in the same early childhood classroom may exhibit differing levels of alphabet knowledge" (Piasta, 2014). Teachers can use this article to further their instructional practice by using the strategies and assessments discussed in the article to work with students in ways that will help the individual child learn all the letters verses a whole class approach to teaching the alphabet. The article discuses how, "The familiarity of children with letters included in their own first names, for example, has long been observed" (Piasta, 2014). But when it comes to teaching the alphabet in a whole class approach teachers are not acknowledging "differences across letters, often providing the same amount and types of instructional activities for each of the 26 letters irrespective of the ease or difficulty of learning a particular letter (Piasta, 2014). The article provides an idea that all "Early childhood educators may wish to assess all the children in their classrooms or may first use established alphabet screening assessments" (Piasta, 2014). It is also helpful for educators "To conduct a diagnostic alphabet assessment, an educator presents a child with each of the 26 letters and asks the child to supply the name and/or sound for each letter. The educator marks whether the child supplied a correct name and/or sound. Although the assessment can be scored in terms of the total number of correct letter names or sounds (i.e., 0 to 26), most important for diagnostic purposes are which letter names and sounds the child knows (Piasta, 2014)...
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    ...The article finds that small group learning "has been demonstrated to be more effective than whole-class or even one-to-one instruction in supporting young children's early literacy development (Piasta, 2014). The article also stresses the fact that educators should "plan and use effective teaching practices to deliver alphabet instruction on the selected letters. Alphabet instruction can take place in many fun, engaging, and authentic contexts" (Piasta, 2014). In closing, "Outside of planned alphabet instruction, educators may also take advantage of additional "teachable moments" to review and reinforce children's alphabet learning whenever these occur" (Piasta, 2014). References Piasta, S. B. (2014). Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. Reading Teacher, 68(3), 202-211. doi:10.1002/trtr.1316
barrellpony

Anchor Charts | EL Education - 25 views

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    a posted visible support for just-in-time learning that includes only the essential information about strategies, procedures, and concepts that students can access at any time.
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    My SMART goal is to make sure 80% of student in my class are reading by level K (using Fountas and Pinnell) by December. Anchor charts could definitely help this by having strategies for comprehending texts and how to be an active reader up around the classroom. Students could refer to them while reading to make sure they are being active readers and taking in what they are reading about. I would rate this 4 for student engagement and high impact on learning.
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    This video about anchor charts would work great with my SMART goal- "Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Anchor charts are a really important tool for students to use as they're reading texts and after reading texts. For example, I have an anchor chart in my classroom that explains the rate of speed for reading. Students can refer to this as they're reading so they can monitor themselves as they're reading to make sure they're reading at a fluent rate of speed. Another anchor chart in my room that students can refer to is the asking questions anchor chart. This anchor chart explains to students how to stop and ask themselves questions throughout the reading. This supports my SMART learning goal because some of my students were held back from moving forward in reading because of their reading comprehension. When referring to the planning protocol rubric, I would rate this a 4 for impact on learning category.
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    This would be good for my fellow teacher on my team for their SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." This will allow students to review/ use different anchor charts to review theme. If the teacher wanted to take it to an another level, students could create their own anchor charts in groups that helped them identify the theme in ways so that they would remember them.
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    Dimension: Student Engagement Rating: 4 My partner's SMART goal is, "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." Anchor charts could be useful in the Spanish classroom because they could help prompt students about the use of expressions and structures they would need to master the vocabulary in the numbers unit, which would help more students achieve an 80% or higher. While many of those expressions and structures involve common, everyday vocabulary and concepts that also exist in English, the syntax is different enough from English that having something up in the classroom that helps scaffold the students' learning of the syntax would help them communicate with more ease. These would be charts that every student would refer to, and they could change for future units of study.
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    This video describes anchor charts. Anchor charts are a visual learning tool that helps students work through any type of process. I could see this as being beneficial to my my SMART goal because I could use this with my Biology I students to help them identify learning gaps and work through those.
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    Dimension: Student Engagement Rating: 3 SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. In order to promote achievement of their SMART goal, my groupmate could use an anchor chart to remind students of strategies to apply when reading unknown words. Anchor charts are designed to encourage students to apply a process when solving problems. While guided and direct reading instruction are beneficial to student reading development, it is not realistic for teachers to work with every student every minute of instruction. My groupmate could use an anchor chart to display strategies for sounding out words (ex. "Stretchy Snake" or "Chunky Monkey"). Within the anchor chart the teacher could use colorful pictures and words to remind students of previously learned strategies. This system will allow students to continue their reading development even while they are not working with a teacher. This will ultimately enhance their engagement when reading independently.
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    Dimension: Impact on Learning Rating: 3 SMART Goal: By the end of the third quarter, 80% of first grade students will score 16-20 points (80%-100%) on the next Unit Test which covers all reading skills. Throughout this video, the teacher discusses the importance of anchor charts in a classroom. She expresses how anchor charts guide students through a process in their learning where they rely on the anchor charts to remember what they learned, what their task is, and where they should go next. Anchor charts are written with different colors to grab student's attention and to make the information visibly pleasing to look at/easy to follow along with. The SMART goal that I have for my class is that 80% of my students will score 16-20 points on their next Unit Test which covers all of the reading skills that they have learned so far in first grade. Most of these reading skills are about the long and short vowel sounds, dipgraphs/blends, and comprehension skills. I have posted multiple anchor charts around my classroom that covers these skills. I use different colors, words, and pictures to teach the information on the charts. I constantly remind my class to use these anchor charts to help assist in their learning and when they have questions. This is why I rated anchor charts a 3 on "Impact on Learning". They have a medium-high impact because students can refer to them anytime they need to in the classroom. They also remind students what they have learned so far in the school year. However, in first grade, they sometimes have trouble reading the anchor charts because they are still learning how to read. This is why I did not rate the anchor charts a 4.
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    Dimension: Student Engagement Rating: 3 Smart Goal: By the middle of the fourth trimester, 80% of 3rd grade students will score a 3 or 4 on their reading and math assessments. By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR reading. By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR math. Integrating anchor charts into a classroom is a wonderful way to maintain student engagement. Anchor charts are a great tool for teachers to use to help explain content to students. Anchor charts can be interactive in a classroom. A teacher can write a topic on an anchor chart and students can join in the conversation by adding content to the chart. As a third grade teacher, I use anchor charts on a weekly basis. Anchor charts can be used to teach a lesson, to explain rules, or as an exit ticket. Posting anchor charts around a room can help students as they learn a lesson. The best part about anchor charts is how they are more engaging than a poster. Typically, students do not read a poster in a classroom. However, when students are involved in creating an anchor chart, students are more likely to refer back to the chart and it can also help students remember content better. Anchor charts can be used in class to help students reach their SMART goal. In my classroom, I have the students STAR goal for reading and math on an anchor chart. When the students reach their STAR goal, students can put a star by their name on the anchor chart. Also, I have another anchor chart in my classroom listing different strategies to remember when taking STAR reading and math. I rated anchor charts a 3 on student engagement, because anchor charts are wonderful tools to use to keep a student motivated in their learning. I did not rate anchor charts a 4 because technology is a tad more engaging than anchor charts. However, my students sill love anchor charts! EDTC 615
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    Dimension: Impact on Learning Rating: 3 SMART Goals: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Anchor charts are a great way for the students to reference important skills and strategies during lessons. As the teacher is teaching the strategies during guided reading, they could make a anchor chart to reference during the lesson in order for the students to use. As the students are reading and they are stuck on a word they can reference the anchor chart in order to find a strategy that would work for them. For example, a student may be struggling with a sentence, then they look at the chart and find the strategy that says "Look at the picture". After they find the strategy, then they are able to apply that strategy in order to help them to read the story. These strategies must be explicitly taught in order for these anchor charts to be effective in the classroom, but it is a great tool to use. EDTC 615 Spring2018
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    SMART Goals: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. I believe that anchor charts are a great strategy for students to use in the classroom. When my students are working independently they can use an anchor chart in order to help them answer a question they may have instead of asking their teacher. It is also helpful when these are really colorful and organized for students. I think that these are a way that teachers can really support student learning because as they say in the video these anchor charts can be based on the curriculum where they are taken down or they can be left up all year long. For example, in my own classroom I have a place value anchor chart on my wall. Now we do not cover this concept in this quarter but since some of my students still struggle with the concept it is important I keep it up. I would say based on the protocol I would be looking at this in the impact of learning dimension. I would say that this would rate as a 4 because students would be able to use this to impact their learning in a positive way either independently or in small groups. EDTC615 Spring2018
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    Dimension: Student Engagement Level: 4 SMART Goal, "By the end of module 3, students will be able to use various manipulatives to effectively solve measuring equations." Anchor charts are a great way for students to gather information and strategies during lessons. As the teacher is going through the various parts of the lesson, both the students and teachers can write down or draw pictures to explain their thought process and clear up any confusion. When it comes to measuring, teachers can create an anchor chart by putting longer than on one side and shorter than on the other. Students can use linking cubes of different quantities to measure each other sticks. Another activity that will be helpful when it comes to measuring is using print outs of objects with different lengths. Using a string, students will be asked to measure their objects using their string, place it on the correct side, and explain their choice using the sentence frame, 'My object is longer than or shorter than my string.' Using the anchor chart gives each student an opportunity to participate in the group discussion and serves as an process monitoring mechanism for teachers. EDTC615 Spring2018
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    An appropriate use of Anchor Charts could greatly improve student learning. The visual aids allow students guide their own learning. I think that I can instill confidence and improve engagement, since they do not have to ask the teacher for assistance as often. This would help those students bridge their learning gap, because they have continually reinforcement posted at times to reference and retain. I think that Anchor Charts could be used in multiple contents areas including Biology.
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    I really enjoyed this video. It seems like anchor charts are a tool before students see a rubric. They are colorful, easy to read, and less intimidating than a rubric. I may use an anchor chart in a class in the future instead of a rubric and see if students have a better understanding of what is expected.
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    Anchor charts are always helpful to students throughout the day that helps them visualize their learning throughout the unit. Because of this, I believe this can be helpful in guiding our students to be successful in our SMART goal. The goal in our group is students will be able to not only answer a real-life mathematics question, but they will also be able to defend their thinking/reasoning accurately and precisely 75% of the time. They way that we can use the anchor chart is to show students how to create an appropriate response, and what makes an appropriate response.
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    EDTC615 FALL2018 (Week 8 Ericka, Michele, Spencer) The article and video is via diigo library SMART GOAL: By the end of 1st quarter 75% of the LSN Government students will be able to analyze political cartoons and historical content with 75% accuracy for historical content and meaning for the LSN FAST I test. The video states it is for grades 3 - 8 but I find that it can be appropriate for high school students also. Anchor charts can be used for any subject matter, really any grade level for many different purposes as a visual aid for individual learning and for groups activities. Anchor charts can be used as warm up activities, classroom assessments, exit tickets, and classroom activities. Anchor reports can be used within the members of our group to make key vocabulary points especially for ESOL students. They are used to access what the students have learned on an independent level. These anchor chart can be used to fortify information needed in small groups for the overall whole class. The use of color, large fonts, and well organized and easy to read anchor chart are much more viable for students. Anchor chart when used with practice the students can use them to guide their own learning. These are important for all students because at some point we want the students to take charge of their own learning and be self-sufficient within the classroom setting. There is some prep work completed by the teacher and the teacher facilitates the learning but the overall learning is done by the students. For my students I would like to use anchor charts as a class survey, assessing the knowledge learned by a particular lesson or as an exit ticket forum.
jfahie

http://ati.pearson.com/downloads/tip-pub.pdf - 5 views

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    This article discusses the need for implementation of student-involved classroom assessment to aid in closing the achievement gap. The authors discuss how motivation occurs at both ends of the spectrum for learners; high achieving learners are motivated by their continued success while low achieving learners are motivated to give up as they have had few to little successful experiences in the classroom. The article goes on to discuss three methods of embedding students into the learning process that will prove to help them take ownership of their learning experience. The first is student involved classroom assessment. This tool allows students, "under the careful management of their teachers," to give input into how they will be assessed in the classroom. The second is student-involved record keeping. Here students are responsible for tracking their progress, allowing them to see and take charge of their personal growth in the classroom. Finally, student-involved communication is discussed. Students have the opportunity to advocate for themselves in setting such as parent/teacher conferences. The article also discusses four conditions that are necessary, in the opinion of the authors, to assist in closing the achievement gap.
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    I enjoyed this article, Jason, especially the premise that essentially enforcing the idea that students are underachieving as a whole by a set of arbitrary test scores can, consequently in some empirical cases, produce negative self-fulfilling prophecies in students' beliefs. This promotion of subconscious failing, if replicated and shown to be universally significant, holds dramatic implications. Looking back on my own experiences, Jason, I can remember the pride that I constantly felt in elementary school because we were known to be the leaders in our county; conversely though, if that were not the cause, I think it would be fair to conjecture that a pall of hopelessness may have replaced my academic banner of proverbial pride and high morale.
Barbara Lindsey

Rick Wormeli: Formative and Summative Assessment - YouTube - 1 views

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    In this video Rick Wormeli describes the difference between formative and summative assessment and how and when they are used for student learning. This could be a great PLC discussion starter prior to work on developing assessments for a data action plan.
Dawn Rodrigues

Assessment & Rubrics - 2 views

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    This is a resource for teachers who are not sure or need help organizing a proper rubric for assessing student work that is created with technology. I like how the site is organized; it is very user friendly. As noted by Edtechteacher.org, as time progresses, students will become more and more capable of using different technology platforms. Therefore, teacheres must be prepared to grade it.
melrichardson21

The effects of a digital formative assessment tool on mathematics achievement and stude... - 0 views

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    Week 9: Melissa and Claire This journal article is accessible thought the link given above by accessing the UMUC library This article was about how a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in the classroom. Experimental schools used a digital formative assessment tool while control schools used their regular teaching methods and materials. The data used included standardized achievements pre-posttest data, student motivation survey data, classroom data observation data, and student log files. The results of the tests revealed positive effects on student achievement and motivation. The digital formative assessment tool positively impacted achievement and motivation. It also helped teachers to differentiate instruction. The more the students used the digital tool the higher their achievement and motivation for mathematics improved. Reference: The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment By: Janke M Faber, Hans Luyten, Adrie Visscher Doi:10.1016/j.compedu.2016.12.001
sdonahey37

Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alph... - 0 views

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    This article is about alphabet knowledge in Pre-kindergarten and Kindergarten classroom. It went over different assessments to use to assess the proper way to demonstrate alphabet knowledge. This a great article to read. It talks about instructional approaches and how to shift to alphabet instruction that aligned with emphasis on assessments and differentiated instruction. I believe that would be good resources to help teach my students' letter sounds. This might also help me achieve my SMART target goal.
principalsimons

Defining "Needs Assessment", "Learning Gaps" and the "Outcomes Measurement" Process. - 0 views

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    This article defines several key elements of the assessment process. Use it as a quick cheat sheet.
kcollins3

Resources for Assessment in Project-Based Learning - 1 views

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    Suggestions for Assessment throughout the process of a PBL. Include links to multiple articles on different types of assessment and grade levels.
Alison Burns

Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 3 views

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    This blog post by Todd Finley describes what formative assessment is, in particular, what alternative formative assessment (AFA) is and how and why it can be used to advance student learning. Teachers can begin to plan the use of AFA by using the downloadable guide of 53 ways to use AFA. For 615 colleagues, be sure to evaluate any strategy using Venables' Planning Protocol Rubric!
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