Skip to main content

Home/ OLLIE Iowa/ Group items tagged Lesson

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
erinlullmann

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by erinlullmann on 20 Aug 20 - No Cached
  • provide evidence that is used by teachers and students
    • joanmusich
      joanmusich on 20 Aug 20
       
      Assessment are not just for teachers to use, we must teach students to use them as well.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      I totally agree! This is a very often forgotten step in the process.
  • The students must be actively involved in the systematic process intended to improve their learning.
    • joanmusich
      joanmusich on 20 Aug 20
       
      The teacher is not the only one that uses a formative assessment, so we must teach the students to use it to improve their learning.
  • information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • joanmusich
      joanmusich on 20 Aug 20
       
      Teachers cannot make formatives so "fancy" that students cannot understand what they are being asked to do. Using both good and not so good examples is a great way to help students "see" what is expected.
  • ...7 more annotations...
  • the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
    • joanmusich
      joanmusich on 20 Aug 20
       
      I like this guide to give feedback: restate the goal, tell them what they did correct, point out where their work differed from the criteria, and then be sure to tell them how they can improve.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • joanmusich
      joanmusich on 20 Aug 20
       
      I feel that teaching students to take responsibility for their learning is a huge part of teaching. So much more success can be seen when students take that responsibility.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      A few important parts of this definition that stand out to me: *FA is used by teachers AND students - I'm not sure that every teacher is making sure that students are using formative assessments to improve their understanding. Are students invited in to the process? Are they given their assessments back to self-assess and self-reflect? *FA need to provide feedback - putting a grade on the top of a FA and then calling that feedback is simply not enough. How are we communicating to students / and how are students communicating to teachers with feedback? Are both parties using the information to make changes? *FA needs to provide feedback in order for adjustments to be made to teaching and learning. Is this happening in every classroom and with every FA? I don't think so. Often times, I see teachers who have a unit plan written in their grade books (today I will do this, tomorrow I will do this...). Even when they get FA data that suggests students are not understanding the material, the teacher still moves on to keep pace with the unit as it was laid out. Some of this is due to outside pressures to cover the content in a short amount of time. But some of it may be due to a lack of understanding on the teacher's part to how they need to adjust their instruction to meet the students' needs. *Finally, the goal of FA is to improve students' achievement of the intended outcomes. We have to look at FA as a navigation system for our destination. The route may be "recalculating" several times due to FA data, but if we use the data to help us, we can steer the learning back on course. *
  • formative assessment be regarded as a process
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      Another common misconception. I work with many teachers who struggle to move beyond the test or quiz. An assessment is something you give to the students for them to do. However, formative assessment can come in many forms and can happen throughout the lesson and the learning process. It isn't at the end.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      John Hattie discusses success criteria as well in Visible Learning. Students (and teachers) need to have a clear understanding and vision for what is expected for their learning. What is the end goal? What would that look like if the students was successful? I
  • Where am I going? Where am I now? How can I close the gap?
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      This is exactly what John Hattie talks about in Chapter 7 of Visible Learning.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      Students need to feel like learning is something that they are in control of rather than something that is being done to them.
joanmusich

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 0 views

moodlesw.aealearningonline.org/...view.php

Rubric

shared by joanmusich on 03 Aug 20 - No Cached
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results
    • jbuerman
      jbuerman on 03 Aug 20
       
      Multiple questions to ensure the learning target has been met. Should not be distracting questions that are not focused on the learning target.
  • noise distractions
    • jbuerman
      jbuerman on 03 Aug 20
       
      This makes me wonder about students that may be taking tests at home this year - do they have a quiet space for this?
  • teachers need to write learning targets in terms that students will understand
    • jbuerman
      jbuerman on 03 Aug 20
       
      Learning targets should be simple statements and not the big standard - for example, the state standard. Also parent friendly language through grading programs
    • joanmusich
      joanmusich on 05 Aug 20
       
      I totally agree! Some standards, I do not even understand what it is saying. How would we expect kids to get it? And if they cannot understand the first thing given to them for a new unit, they may be immediately turned off.
  • ...5 more annotations...
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jbuerman
      jbuerman on 03 Aug 20
       
      The 'classroom' will be broadened a bit this year - I will have to be taking notes and recording online conversations to ensure I am assessing properly what a student knows.
    • joanmusich
      joanmusich on 05 Aug 20
       
      Up above it talks about "Who is the decision maker?" This statement really says that the teacher need to be involved with all decisions. It is very difficult for others to look at a test score and just make a decision when they may not even know the student.
  • instructional hours sacrificed
    • joanmusich
      joanmusich on 05 Aug 20
       
      And what about students just getting tired of testing. We try to assess their classwork and lessons. Then, there are multiple standardizes tests we make them take - in multiple classes. They get tired of testing!
  • by explaining why you think that will happen."
    • joanmusich
      joanmusich on 05 Aug 20
       
      Is this part of a check-in along the way? Or does the assessor have students go back and make adjustments? If not, will students take the time to look back at it?
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • joanmusich
      joanmusich on 11 Aug 20
       
      A teacher really needs to "see" the work of students. Just looking at scores that were automatically scored does not give a teacher the whole picture.
  • In such an intentionally designed and comprehensive system, a wealth of data emerges.
    • joanmusich
      joanmusich on 05 Aug 20
       
      It is very important that an assessment is intentionally designed. If things are just thrown together, there may be data, but the data may not be reliable or worthwhile.
« First ‹ Previous 221 - 222 of 222
Showing 20▼ items per page