ASSESSMENT& EVALUATION Teaching and Student Achievement

Slides:



Advertisements
Similar presentations
The Teacher Work Sample
Advertisements

Importance of Questioning and Feedback Technique in developing 3 Cs
North Carolina Educator Evaluation System. Future-Ready Students For the 21st Century The guiding mission of the North Carolina State Board of Education.
Assessment Assessment should be an integral part of a unit of work and should support student learning. Assessment is the process of identifying, gathering.
PATHWISE CLASSROOM OBSERVATION SYSTEM
Mary Jo Sariscsany Assessing Health- Related Fitness and Physical Activity 13 chapter.
Chapter 2 What Is Continuous Performance-Based Assessment?
Assessing Learning in the Gifted Classroom
(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.
Principles of High Quality Assessment
Lesson Planning. Types of Objectives Cognitive (Knowledge) Cognitive (Knowledge) Affective (Attitudes/Dispositions) Affective (Attitudes/Dispositions)
Assessing Student Learning
Assessing Student Learning. What is assessment? What was learned and how well was it learned Specific performance must be assessed Variety of forms.
Quality Grading Physical Education August 29, 2013 Evaluating Student Achievement-OAISD Workshop Colleen Lewis,Ph.D and Ingrid Johnson, Ph.D. Grand Valley.
Designing Lesson Plans Laying the Groundwork for a successful experience for all.
The Comprehensive School Health Education Curriculum:
Adapted from Growing Success (Ontario Schools) by K. Gibson
Thinking about assessment…
Central concepts:  Assessment can measure habits of mind or habits of recall.  Tests have their limits.  It is important to know the purpose the test.
A Framework for Inquiry-Based Instruction through
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
Student Assessment Workshop #5 CERRA National Board Candidate Support Workshop Toolkit WS
UNIT PROJECT: FRACTION WHEEL. OVERVIEW OF THE PROJECT: * Fraction wheel is an improvised project that helps my pupil in understanding fraction. They were.
Workshops to support the implementation of the new languages syllabuses in Years 7-10.
Evelyn Wassel, Ed.D. Summer  Skilled in gathering accurate information about students learning?  Using it effectively to promote further learning?
Exit Outcome Program Outcome Grade Outcome Unit Outcome Lesson Outcome Design Down Teach Up.
Strengthening Student Outcomes in Small Schools There’s been enough research done to know what to do – now we have to start doing it! Douglas Reeves.
Assessment Brian Cole, Max Ames, Lyza Reichelt. Summative  Unit tests  end of chapters/sections/term/semester  District, State, National assessments.
Effective Grading Strategies Alison Morrison-Shetlar Faculty Center for Teaching and Learning Adapted from the book Effective Grading by Barbara Walvoord.
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.
PBL for the 21 st century. Getting Started Planning & Preparing Managing Reflect Perfect & Planning and Preparing Entry event Culminating products/rubrics.
Assessment and Differentiation of Instruction. Assessment for Learning.
Alternative Assessment Chapter 8 David Goh. Factors Increasing Awareness and Development of Alternative Assessment Educational reform movement Goals 2000,
Curriculum and Instruction: Management of the Learning Environment
ASSESSMENT and EVALUATION (seeing through the jargon and figuring out how to use the tools)
Performance Assessments. What are performance assessments? “Performance assessment is a general term used to describe assessments that require students.
Workshop 2014 Cam Xuyen, October 14, 2014 Testing/ assessment/ evaluation BLOOM’S TAXONOMY.
1 IT/Cybersecurity - ICRDCE Conference Day Aligning Program, Course, and Class Objectives / Outcomes.
Celia Regimbal chapter Principles of Assessment 12.
Philippines – Australia Basic Education Assistance for Mindanao Beam Pre-service Workshop “Authentic Assessment”
Curriculum Forum Secondary Tuesday 6 June 2017
ALIGNING program, course and class OBJECTIVES/outcomes
From Science Standards to Classroom Instruction (K‐5)
Chapter Six What Makes a Teacher Effective?
Using the Snyder Student Rubric Presentation Link:
Evaluations (TPGES) All Certified staff are held accountable to job specific domains and standards. SB 1 Changes The Process Starts with the PGP. Bourbon.
FFA Goalkeeper Self-Assessment Session Planner
Chapter 4 Developing Performance-Based Assessments
Implementing Formative Assessments
Starting with the End in Sight…
Teaching and Learning with Technology
ASSESSMENT OF STUDENT LEARNING
Assessment and Differentiation of Instruction
Diagnosis and Remediation of Reading Difficulties
Kuwait National Curriculum and Standards Development Project How to provide competence and standard-based assessment?
Assessment & Evaluation & Reporting Improving Student Learning
Logo slide English/Arabic
Instructional Strategies Part I
Assessments TAP 1- Strand 5.
The main features of assessment in the PYP
Planning and Preparation
THRILLER PROJECT!! Week 1: Week 2: Recap ideas from week 1. Week 1:
Exploring Assessment Options NC Teaching Standard 4
‘… an evaluation of the learner’s achievement’
Bellwork: Student Engagement Chart
Developing Questioning Skills
Lesson Planning (2) (A.E.T. Wk 11).
Developing Quality Assessments
DIFFERENTIATED INSTRUCTION USING ASSESSMENT EFFECTIVELY.
Presentation transcript:

ASSESSMENT& EVALUATION Teaching and Student Achievement Value of assessment? Why is it important? What, When, Where and How do we assess?

Value of Assessment Measures how we are doing Helps us to improve, plan, write curriculum, develop new material, strategize Provides data to use locally, regionally, nationally Informs our constituents, stakeholders on progress - how well students are being served - how effective are the teachers? - how do our schools compare . . .

WHAT, WHEN & HOW do we assess Dance? Knowledge, Comprehension, Application Dance vocabulary – understanding and using the Movement Elements Dance skills – demonstrating and using skills – technical articulation, remembering sequences, clarity of movement, variety of skills, etc. Creating – individual exploration, working with others, improvisation, choreography Performance – individual and with others Response/observations – how students view and comment, understanding and using the dance language, feelings, reactions, attitudes, social interactions, self concept.

WHEN? PRE ASSESSMENT – knowledge, development level, both physically and psychologically, socio-economic, . . . FORMATIVE - In the moment, through the Lesson – through feedback and observation SUMMATIVE - At the conclusion of the learning experience – either class or unit of learning. Achievement is focused on accumulated learning through multiple experiences. As mandated by school districts or studio policy. When a student wishes to move to a new level, either at a dance studio or when changing schools or grade levels.

How? PRE ASSESSMENT: Host teachers’ knowledge of the class Timing of the class/schedule of their day What have they had in preparation of your class? FORMATIVE: (In the moment of/during the class) Observation Asking if they understand - thumbs up or thumbs down Class discussion – question & answer

HOW continued . . . SUMMATIVE: At the conclusion of the class or after Rubrics Rating scales Video and photos Performances, presentations, demonstrations Journals and logs Checklists Conferences Reports Sketchbooks, illustrations, . . . Reviews Interviews Questionnaires Reflections . . .

A new language. . . Psychomotor - dancers’ ability to perform individual movements, phrases, complete dances, requires coordination, balance, flexibility, cardio respiratory endurance and strength. Cognitive assessment: what knowledge they have gained about the content of the lesson. Affective Domain: feelings, reactions, attitudes, social interactions, self concept. Bloom’s Taxonomy: Taxonomy of Educational Objectives: The Classification of Educational Goals.

WHO is doing the assessment and WHO is being assessed or evaluated? The Teacher The Student Peers Student Self-Assessment Studio Teachers/Directors Outside observers School District State Board of Education Parents

Teacher: What to ask yourself? What were the goals or objectives of the lesson or unit? What were the students expected to learn? How did the design of the learning experience contribute to meeting those objectives? Did the students learn what was intended? How do I know what they learned?

Teacher Assessment of Students Establish your criteria for assessment. Explain what you are looking for, what you expect them to do, etc. Are your directions and expectations clear? How will you incorporate your observations into your planning for the next lesson?

Peer Assessment Students can perform or practice for each other and receive feedback. You may need to define the feedback parameters.

Student - Self Assessment Prompts during your class directed to specific individuals. Feedback from students about their experience. Enthusiasm towards the tasks asked of them.

Evaluators other than teachers & students . . . Studio Teachers/Directors Outside observers School District State Board of Education Parents For presentation: Gilbert, Ann Green, Brain-Compatible Dance Education, Reston, VA., 2006, pgs. 247-250

A personal mantra . . . Where am I? Where do I want to go? What do I need (to do) to get there?