New Lecturer and Teacher Programme: Assessment submission guidance for Course 1 Jane MacKenzie.
SJASD New Teacher Assessment
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Transcript of SJASD New Teacher Assessment
PLANNING & ASSESSMENT
What do you want your students to know and be able to do?
How will you know they have learned it?
What will you do when students struggle with the learning?
Plan with the end in mind…Backwards design (UBD)
What is the Purpose ?
Formative
Diagnostic, Pre Assessments, quick, in-the moment, „dipstick‟ checks for student understanding, ongoing, purposeful, provide opportunities to improve learning, room for improvement, inform teacher instruction and next steps.
Summative
Final evaluations on student learning
Types of Assessments
Performance – students required to
demonstrate understanding and skills
by actually performing a task
(e.g., write a story, give a
speech, operate a machine)
Authentic – kind of performance
assessment that stresses application
of understanding and skills to real
problems in „real-world‟ contextual
settings (e.g., student teaching)
Types of Assessments
Alternative – non-traditional methods
(no paper/pencil tests) used to assess
Traditional – Tests/ quizzes
Pre Assessments
Use Pre Assessments to find out what
your students already know.
Use Pre Assessments to find out the
misconceptions of students.
Use data from Pre Assessments to
plan for the next steps in learning.
Pre Assessment: Placemat
Activity…
Pre Assessment: Journal
Writing…
Pre Assessments…
KWL charts (Graphic Organizers)
Grafitti Wall
Yes/No Cards
Word Splash
Turn and Talk
Source: http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html
Assessments…
Planning & Preparation
What do you want your students
to know & be able to do?Clear expectations
What do you want? Don‟t make the students guess
What makes a good/bad response
How will the student know they have reached the goal?
Give constructive/timely feedback
Planning using KUD
Whenever planning a unit/lesson you should be able to answer these 3 key questions:
① What do I want my students to Know?
② What do I want my students to Understand?
③ What do I want my student to be able to Do?
What is a KUD?
Know your learning
outcomes...How will you model the learning
outcomes and what success looks
like?
How will students demonstrate their
learning of the outcomes?
How will you know when students
“don‟t get it”? And how will you
respond?
Know your students…
Complete a learning inventory to
identify your students‟ preferred
learning style.
Design learning activities that align
with the needs of your students.
Have a balance of learning
assessments.
Not “one size fits all”.
Differentiate for success.
Offer choice whenever possible.
How will you know?
Evidence should be:
Timely (Don‟t forget the pre-
assessment!)
On-going and purposeful
Get students involved in setting
success criteria
Based on pre-determined and clear
criteria
How will you respond?
What is RTI?
All students can reach high levels of
achievement if the system is willing
(and able) to vary the amount of time
students have to learn and the type of
instruction they receive.
Differentiated Instruction
Response to Intervention (and
Instruction) RTI is a method to ensure that
students receive early intervention and
assistance before falling behind.
Students receive supplementary
support, guided by assessment data
referred to as progress monitoring.
Timely and effective intervention.
Tiers of Intervention
Tier 1 : 75 – 85 %
Tier 2 : 10 – 15 %
Tier 3 : 5 – 10 %
Increased
time, intensit
y, frequency
and
expertise
Your Turn… **The grade 8 science class is beginning a new unit on The
Particle Theory of Matter. The teacher needs the students to use appropriate vocabulary related to their investigations of the particle theory of matter (vocabulary such as: boiling and melting points, pure substance, scientific theory, particle theory of matter, etc.). She decided to have the students copy the definitions down as notes in their science notebook from the overhead (about 30 definitions). The students enter the classroom and are told to sit down and begin writing. Some students choose to silently engage in the note-taking (about 6 students), while many choose to chat with friends while writing. The teacher responds with a „no talking‟ rule. Halfway through the class, the teacher realizes that there are 4 students who have not yet begun to write down the first definition and there are some who are already completed the notes. The teacher estimated that it would take the entire 40 minutes to write these notes, so she decides that the students who are done are allowed to have „free time‟ until the end of class.
Questions…
How may this teacher have planned more effectively?
How will you catch yourself if you make the same type of mistakes (ineffective planning)?
Watch for the traps of: worksheets, „free‟-time, busywork, “40 minutes of silence” expectations, low-level thinking tasks, sit-and-get lessons.
Lesson Closure: schedule approximately 5 minutes at the end of each lesson to have students reflect, summarize, or for you to highlight the main focus for the class. THE BELL IS NOT ADEQUATE CLOSURE.
Supervision for Growth…