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jlinman7

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

www.edutopia.org/...nt-action-5-keys-andrew-miller

EDTC615 Spring2018

shared by jlinman7 on 02 Apr 18 - No Cached
  • 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.
  • ...6 more annotations...
  • 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
      jlinman7 on 30 Oct 18
       
      (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
  • melrichardson21 on 02 Apr 18
     
    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.
  • melrichardson21 on 04 Apr 18
     
    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
donero37

Closing the Achievement Gap - Educational Leadership - 38 views

www.ascd.org/...osing-the-Achievement-Gap.aspx

shared by donero37 on 25 Jun 15 - No Cached
  • caryngallagher on 25 Jun 15
     
    In order to increase the achievement levels of minorities and low income students, there are three components that are the focus: high standards, a rigorous curriculum, and effective educators.
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  • vscheffer on 26 Jun 15
     
    Caryn, I like that this article not only realistically talks about the historic and growing achievement gap, but that it also provides potential solutions. Not surprisingly, most of the solutions whether they be standards, curriculum, or teacher-based are all easily manageable. The only trick is to actually get some forward momentum on this decade's old issue. Victoria
  • mr_oneil5 on 26 Jun 15
     
    Caryn, I'm reminded of the old educational psychology experiment where teachers were given false information about student abilities. Teachers who were told that a class was full of 'high performing' pupils ended up doing more high end assignments and pushing the students to do better while teachers were told their pupils were 'low achieving' did remedial assignments and barely pushed them to improve. I teach in a very diverse and low SES school, but I always do my best to assume that all of my students are able to do the high level work I assign in Physics. I also agree whole heartedly when then article claimed that teachers have to give extra help to students who are already at a disadvantage. My students do quite well when they apply themselves, but often that means they have to see me during lunch, after school, or even on Saturdays (when I work at a Saturday school program). Many students have jobs to help out their families or need to be home right after school to babysit siblings or to cook supper, etc. I find that the more time I can devote to being available to students, the better my classes perform. I must say however I would like to see an update to this. When it was talking about the lack of progress of students in the 1990s and then discussed 'data in the last 5 years..' I had to scroll up to the date of the article. Being that it is almost 15 years old, I was sad to see how many of the gaps still exist in our schools...
  • kvalencia1 on 15 Oct 15
     
    Combining standards, high standards for all learners and highly qualified teachers helps to close the learning gap.
  • voorheel on 16 Oct 15
     
    I was very interested in this article because I teach at a title 1 school in MCPS. Majority of my students are minorities or low income students. Our FARMS percentage is extremely high. I do not mean to repeat what Caryn had posted earlier but I mean to piggyback on her comment "To increase the achievement levels of minority and low-income students, we need to focus on what really matters: high standards, a challenging curriculum, and good teachers." I know this to be true in my classroom. For my students I have to high expectations and structure. I have to present them with a challenging curriculum. I need to devote myself and give them all I can. But, progress has come to a halt, which happened around 1988, and since that time, the gaps have widened. To me that is frightening and it makes me want to act immediately. "Because if we don't get the numbers out on the table and talk about them, we're never going to close the gap once and for all." People need to not be afraid of talking about the data, addressing the data, conquering the data. But in order for none to take offense everyone needs to know the correct data. Before speaking, people need to be educated. There simply cannot be "downright wrong-notions about the whys beneath the achievement gap." This article is great and goes on to give us proper data. It informs us of what needs to happen in order to close the gap: standards are key, all students must have challenging curriculum, students need extra help, and teachers MATTER A LOT.
  • oknapp75 on 14 Mar 16
     
    Looks into why the instructional gap has widened after 1988 after having been narrowed the previous 18 years.  Offers patterns and key concepts to look at when trying to understand how to close these gaps.
  • saxman_51 on 16 Mar 16
     
    I thoroughly enjoyed reading this article as it relates to the student achievement gap. I currently teach at a Title 1 school in Prince George's County where majority of my students are working at a level below their perspective grade. This article does a great job breaking down the statistics and providing steps to move forward in solving this major issue. Lesson 1 spoke to me directly because the teaching and comprehension of standards are the building blocks of students growth. I reinforce the focus standard(s) of the week by way of intervention, homework, informal, and formal assessment. This article is very VALUABLE!!!
  • lisaannfox on 27 Mar 16
     
    I love the lessons outlined in this resource. I especially like how Lesson 4 places a focus on the teachers and how they matter. In impoverished schools, many times the most qualified and effective teachers do not want to be there, therefore limiting the quality of teachers present. It is unfortunate that this happens but it is very common.
  • bonnieconyers on 29 Jun 16
     
    Helpful article on closing the gap with low income and minority students.
  • pgbelliveau on 03 Jul 17
     
    While this article came out too long ago to have up to date technological solutions, it still offers a brief, helpful framework for looking to improve classroom outcomes.
  • rrickford on 28 Jun 18
     
    Excellent resource laying out the achievement gap problem (with data) and valuable solutions to close the gap.
  • rcourtot1015 on 30 Jun 18
     
    This resource does an excellent job of breaking down and making sense of the achievement gap. When the numbers are presented in this way, it makes it clear just how wide that gap is and how worrying it is that the gap is once again increasing. The most interesting piece of the article was the stark contrast in the reasons for the gap between adult stakeholders and student stakeholders. The adults appear to place blame on factors beyond the classroom that are difficult to control, while the students highlight the growing concerns within the walls of the schools that are much more actionable.
  • rnwaddy on 30 Jun 18
     
    The points in this article are personal to me as I teach adults at a Community College. In every cohort that I have 50% of my students have difficulty writing a cogent paragraph and 90% of them have never heard of an academic journal. While this is not part of my curriculum, I also teach these things. My students need to be sent into the workforce being able to participate in conversations in the workplace.
  • renaosmall on 02 Jul 18
     
    The article really breaks down what happens to students during high school where they fall behind to move forward in attending college. One thing they mention is test scores. To attend college students have to take and pass a standardized test that determines of they will get into college and what college they can get into. I believe community college is a great way to bridge the gap between high school and a university. There they can determine a major and may attend school part time while still working. This gives them the time to determine what they want to do in life while still being able to survive.
  • cynthia1985 on 03 Jul 18
     
    We should understand how race, poverty and the environment influences a child's potential in education before they even start Kindergarten. But like a disabilites or inequities there is diversity in the factors that cause these disparities and our solutions to remedies these gaps must offer a multifaceted approach. An approach that offers rigors instruction in the classrooms, access and guidance for continued learning at home and within our communities.
  • dcook27 on 03 Jul 18
     
    This post hits home, as I see it at my Title I school. Students struggle but even the students passing AP classes and Honors courses, yet when they see the SAT's or the ACT's. Last year, my school's valedictorian only got a 1000 on the SAT and did not get to attend her first choice. We, as a school, and larger, we as educators need to ensure that we are doing everything we can to get these students to get past whatever challenges exist outside of the school and have strict standards that need to be met.
  • donero37 on 06 Jul 18
     
    This a great resource for every teacher.
svanwright

Just-in-time Support - 0 views

www.ascd.org/...abstract.aspx

EDTC615 EDTC615Sp17 achievement-gap skills-development teaching methods

shared by svanwright on 11 Mar 17 - No Cached
  • svanwright on 11 Mar 17
     
    This article discusses how teachers can help every student move forward and experience success by anticipating possible gaps in knowledge and building scaffolds into each lesson to address these gaps. The author, Pepper Rollins (2016), describes a variety of tools to provide such support.
sbelt2

Introduce Word Problems to Students Sooner, Studies Say - Education Week - 0 views

www.edweek.org/...13mathwords.h34.html

shared by sbelt2 on 13 Mar 17 - No Cached
  • evidence from an ongoing series of experiments with students from middle school through college suggests that word problems might be easier and more beneficial for students when presented at the beginning, not the end, of a mathematics lesson.
    • sbelt2
      sbelt2 on 13 Mar 17
       
      I sometimes go through periods where I only focus on word porblems. I think this would be something great to incorporate into my lessons for 5.NF.6 & A.2 solving real world problems invloving addition, subtration, and multiplication of fractions and mixed numbers.
angelatrice

Mind the Gap in the Classroom - 4 views

www.uncw.edu/...Ginsberg.pdf

EDTC615 student centered

shared by angelatrice on 25 Oct 16 - No Cached
  • aachapin on 25 Oct 16
     
    The abstract included really says it all: "This reflective essay describes a teacher's development of a student-centered approach to teaching which bridges the gap between students' knowledge before and after a course. In 'mind the gap teaching,' students' prior knowledge leads the conversation and, in turn, the teaching, allowing them to integrate new information more effectively." The essay does a really great job of addressing the need for a lot of personal reflection as a teacher in an effort to improve instruction in the classroom.
  • ...1 more comment...
  • creddoch on 14 Mar 17
     
    This is a great article about the evolution of a teacher and how they evolved to developing the "Mind the Gap Teaching" in their words this is when a teacher includes the process of taking in information from the students first, before they try to teach it to them. In other words they are trying to see how they can relate this to their past experiences instead of just relying on the fact that they know information from a previous post.
  • taylie27 on 01 Jul 17
     
    I think this is a great article that shows the growth of a teacher throughout the years. The idea of calling the instructional gap between students knowledge as "mind the gap" speaks to the history nerd in me. I'd love to share this teachers journey with my fellow faculty members because we are making the switch in my school to a more student centered classroom, and we have a lot of skeptics. I think the section of benefits is the best, particularly the line about "the quality of comments" that students started sharing. It shows that the students are interested in what is going on in the classroom.
  • angelatrice on 15 Oct 17
     
    This article is a way to focus on student knowledge. Closing the gap between what is being taught and what is actually being retained by the students.
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