Evidence of learning in diverse classrooms
Four classroom assessment practices that honor s diversity and promote learning
Offer appropriate choices
three cautions
Feasibility must be considered
Options we provide must be worth time and energy
Aim is to collect evidence of learning
Assess before teaching
pre-assessing is just as important as assessing
Provide feedback early and often
encourage self-assessment and reflection
four qualities that characterize an effective feedback system
Allow for adjustment
Be understandable
Be specific
Be timely
effective assessment
Form follows function (design)
assessments must reflect given goals
GRASPS
Consensus-driven performance Standards
student generated cumulating Products and performances
contextualized Situation that involve real-world application
authentic real-world Audience
meaningful Role for the S
Real-world Goal
assess comprehension
photo albums vs snapshots
variety in assessing
