EVIDENCE OF INQUIRY IN ASSESSMENTS AND ACTION ASSESSED CURRICULUM EVIDENCE OF INQUIRY IN ASSESSMENTS AND ACTION

What do you think of this assessment? Ask: what is the message of this illustration? Explore: the concept of differentiation

How to design a quality Performance Tasks… Authentic or scenario based Aligned with learning goals Student choice Evaluated against clear criteria What is inquiry-based assessment? Provide visual model of effective assessment/mind map of effective assessment

Language Arts Topic: Authors use connotative language to create strong images, or to move the reader to figurative rather than literal interpretations. Student Performance or Activity? In this excerpt from Maya Angelou’s book, “Beloved,” highlight connotative language.” In this excerpt from Maya Angelou’s book, “Beloved,” highlight connotative language.” How did Maya Angelou create strong images for her readers through the use of connotative language? How could this shape a reader’s interpretation? Whole-Group Activity Are SA really SA? Or they are just a class activity? How can you turn this to an assessment?. (let the language group present the outcome)

Science Topic: Organisms maintain a constant internal environment called homeostasis in order to ensure survival. Student Performance or Activity? Create a symbol or design to represent the idea of “homeostasis.” Create a symbol or design to represent the idea of “homeostasis.” Write a summary paragraph under your symbol or design telling how it represents the idea of homeostasis; then tell why homeostasis is important for organisms that live in changing external environments. How can you turn this to an assessment?. (let the science group present the outcome)

Mathematics Topic: Standard units of measure allow accurate, numerical comparisons of objects. Non-standard units of measure provide a general comparison of objects. Student Performance or Activity? Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand, an opened paper clip…) and measure the same objects. Record your results. In two paragraphs compare the lengths of the book, your foot, and the side of your desk as accurately as possible for both your standards ruler measurements, and your non-standard item measurements. Answer the questions: “When is a standard unit of measure critical and why?” When is a non-standard unit of measure acceptable and why?” How can you turn this to an assessment?. (let the math group present the outcome)

Assessment Evidence of Data Gathering Have I gathered enough information? Do I have sufficient evidence of research? Have I described/defined the problems that are at the core of my inquiry? Inquiry-focused assessment – where we are going to find the evidence of the assessment Where can we find evidence of the inquiry in the assessment? How are we going to find the evidence

Definition Characteristics Title Non-examples Examples Assessment Evidence of Understanding Do I understand the information/material I am researching? Have I used my own words to summarise my research?

Assessment Evidence of Reflection/Analysis Does my work show that I have used the information to form my own ideas? Have I addressed the issues at the core of my inquiry? Have I drawn conclusions?

Assessment Evidence of Creativity Have I created anything that shows my own views and opinions of my inquiry? Have I taken any action to do something about my findings? Activity (Inquiry Wall) Teachers are to list the evidences. A manila card will be pasted on the board and they can freely go and write down.

Assessment Tools Newsletter Movie Review Experiment True-False Items Self Rating Cartoon Debate Diorama Multiple choice Portfolio Advertisement Action Plan Puppet show Completion Observations Jingle Invention Museum exhibit Short Answer Discussions Fable; Tall tale play Journal entry Sculpture or drawing Essay Interview Letter Critique Musical story Practical Exam Movie Step by step directions Powerpoint slides Police report Reports Explanation Quilt Square Model Board game Questionnaires Short story Proposal Map Checklist Web page Travelogue Biography Peer Rating Strategies for differentiation Teachers to evaluate assessment task set for Q4 unit plan Check what strategy and tools are used Suitability for subject grade level objectives and student group Authenticity of task / purpose of task relates to central idea or statement of inquiry

ROLE OF THE STUDENTS IN AN INQUIRY CLASSROOM Activity (CSI)/(Object Inquiry) Audience sit in groups – 1 person be the teacher and others be the students. Do not tell them their roles. After the activity is done, can ask them to share their experience. Give them the checklist. This can be a performance task as well. What comes to your mind when you think about assessment? When the students pick a colour, symbol and an image for a topic it shows the evidence of understanding. ROLE OF THE STUDENTS IN AN INQUIRY CLASSROOM

STUDENTS ARE ACTIVELY PARTICIPATING They show interest They want to collaborate They show confidence They accept other’s opinion STUDENTS ARE READY TO EXPLORE They are being curious They want to observe They take the opportunity to experiment with their own ideas

STUDENTS PLAN AND INVESTIGATE They initiate a test to validate their ideas They plan methods to filter the ideas They investigate, observe and record. STUDENTS PRESENT THEIR IDEAS They express ideas through journals, reports, drawings, graphs, charts, etc. They communicate their level of understanding of the concept.

STUDENTS PROPOSE EXPLANATIONS AND SOLUTIONS They explain based on previous knowledge and the gained knowledge. They sort out information STUDENTS RAISE QUESTIONS They enjoy asking questions

STUDENTS ASSESS AND COMMENT STUDENTS OBSERVE They observe carefully They look at details, patterns, sequences and events They identify changes, similarities &differences They make connections STUDENTS ASSESS AND COMMENT They assess their own work. They report and highlight the strengths and weaknesses They reflect

ROLE OF THE Teachers IN AN INQUIRY CLASSROOM

TEACHERS MODEL BEHAVIOUR AND SKILLS They demonstrate new tools or materials They guide students to take responsibility They help students design and carry out skills of recording, documenting and drawing conclusions

TEACHERS SUPPORT CONTENT LEARNING They help students form possible explanations They introduce tools and materials TEACHERS FACILITATE They use open-ended questions that encourage investigation, observation and thinking They listen to students’ ideas, comments and questions

TEACHERS USE MULTIPLE MEANS OF ASSESSMENT They are sensitive to the students’ thinking and learning. They talk to, ask questions, make suggestions, share and interact with students. They move around and make themselves available to students They help students move to the next stage with appropriate clues and prompts

Performance Task Summary Student Performances: Reflect the most important Understand (Topic), Know (Facts), and able to Do (Skills) of the unit Student Performances are the assessment evidence of inquiry. Inquiry component must be visible in the assessments.

Working in your team... Looking at your inquiry plan for next year: Decide on exactly what it is that you are going to assess Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed. List the criteria you will assess against. Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc. Ask them to sit with their subject group. Give the SA Mapping template and let them discuss (Different template for PYP and MYP)

References http://www.thirteen.org/ http://teachinquiry.com/index/Introduction.html