af David Chiu 1 år siden
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Mere som dette
Can a single test assess differentiated classroom/students?
word problems for ELL students
Dealing with cheating
affected by rater judgement (i.e. IRR)
fatigue/alertness on test day
measurement error
write a play script
record a podcast
Examples
Venn Diagram (compare/contrast)
Explain key point
3 Questions
Yes/No Chart (Do/Don't Understand)
Most common misunderstandings
3 Dos and 3 Don'ts
Jigsaw
Carousel Brainstorming
4 Corners
personal whiteboard
Rating 1-10
thumbs up, thumbs down
class discussion
portfolio
journal entry
Lesson reflection
entry/exit tickets
3, 2, 1
1-minute papers
visual what they learned
class polls/anonymous voting
impromptu quizzes
(2) Assessment AS learning (students as own assessors)
Language:
Delay on grades
Lower the stakes:
Provide retakes:
require students ask Qs about own learning
Thinking strategy: Think, Puzzle, Explore: What Qs do you have about this topic? Connect, Extend, Question: Wha new Qs have emerged?
corrective feedback for student's confirmation bias
self-assessment
Exam Wrapper Post-exam meta-cognitive assessments
(1) Assessment FOR learning (informs planning of future learning for T and S)
ongoing/actionable feedback as a routine
for students (self-/peer) to recognize what they don't know
for teachers to plan lessons, group students, differentiate
student diagnostic (pre-assessment)
start of class/unit surveys
gaps in prerequisite learning
what students already know
Backward design (know the learning outcome)
3. Content: What materials will they need?
2. Assessment: How will students prove they know? Product to produce?
1. Objective: Desired outcome, what students should know, be able to do?
Not "understand why..."
Instead "I can explain why..."
"Can do" statement
Below Standard/At Standard
Unsatisfactory/Competent
Still Learning/Sometimes/Almost always
😕🙂😁
⭐️/⭐️⭐️/⭐️⭐️⭐️
not easily quantified (avoids peer comparison)
no boundaries on student performance
student freedom
space to write strengths & weaknesses
Developmental
less/no actionable feedback
Quick to grade
Benefit:
"When groups are able to successfully critique, they become learning organization."
Peer-Feedback sentence stems
Assign students role to focus feedback on:
Medium:
Principles (Ron Berger):
Student self-assessment/awareness drives effort to learn
allow students to make go back, correct/resubmit
motivate avoidant-oriented and success-oriented students
from "what's my grade?" to "What can I do better?"
through effort, earn higher scores
decided at end-of-year 1:1 conference
assessments are submitted in parent portal but directly used for grading
SE2R Narrative Feedback Model (Summarize, Explain, Redirect and request resubmission)
Summarize:
"You wrote a brief reflection on The Hunger Games, in which you mix plot details and your own personal connection."
Explain:
"The summary information demonstrates comprehension of plot elements including characterization and conflict -- elements of fiction we recently learned. I think, however, that you misidentify the rising action. I like how you show empathy for Katniss and her plight, as she faces the prospect of killing Peeta (hint: what story element is this?). Elaborating on this part would help."
Redirect and request resubmission:
"Please review the presentation on rising action on our classroom web site. Then, revise your reflection, reworking the part on rising action, in order to demonstrate understanding of the concept. Then, elaborate on your feelings about Katniss's tough decision near the end of the story. When you have finished, e-mail me or send me a message on our private message board, telling me that you've done so."
