The Assessment Process Part 2 Assessment During Instruction

Formative Assessment Purpose: Provide students with instant feedback Allow for self/peer assessment Provide teacher feedback

Formative Assessment is: Used by the teacher “ on the spot” to: Assess student progress Determine “what to do next” / when Respond to students’ needs Revise your lesson plan(s)

Formative Assessment Cycle Chapter 5 pg. 119

Gathering Feedback During Instruction 1st Method: Informal Observations

Informal Observations Nonverbal Behaviors Facial expressions Body language Gestures Verbal Behaviors Voice related cues.

? Facial Expressions Fear What do you think is her problem? What should you do as a teacher? ? She is showing Fear

? Facial Expressions Anger What do you think is her problem? What should you do as a teacher? ? She is showing Anger

? Facial Expressions Bewilderment What do you think is her problem? What should you do as a teacher? ? She is showing Bewilderment

? Facial Expressions Disgust What do you think is her problem? What should you do as a teacher? ? She is showing Disgust

? Facial Expressions Determination What do you think is her problem? What should you do as a teacher? ? She is showing Determination

? Facial Expressions Interest What do you think is her problem? What should you do as a teacher? ? She is showing Interest

Chapter 5 Sources of Error in Informal Observations Pages 127-128 Nonverbal Behaviors Chapter 5 Body Language & Gestures Pages 120- 128 Chapter 5 Sources of Error in Informal Observations Pages 127-128

Verbal - Voice Related clues What student says: “this is stupid” “I don’t know why I need to do this” What it means: Does not understand Student is frustrated

Using Informal Observations Need to use a combination of verbal and non verbal. Need to ask yourself if the verbal message is consistent with the nonverbal behavior? Is this behavior normal or abnormal? Table 5.2 page 126

Gathering Feedback During Instruction 2nd Method: Assignments, Activities and Quizzes

Class Activities vs. Homework Immediate feedback Completed by the student Allows for individualization Homework Delayed feedback (weeks) Copied, parental help, computer Research = minimal learning benefits

Gathering Feedback During Instruction 3rd Method: Oral Questioning Most frequently used instructional strategy Very effective if used properly

The Two Types of Questions Knowledge Questions one answer or one word factual recall memorization skills asks for the “what, where, and when” DOK Level: 1 and 2 Reasoning Questions understanding/compreh distinguish compare and contrast interpret solve DOK 2- 4 mostly 3

The 4 Questioning Formats: Review of Content – fast pace, covers very specific knowledge. Recitation – what students have learned or remember; presentation of material Discussions – promotes student questioning, exchange of ideas & opinions, used to solve a problem Individualized Interactions – individual assessment to gather info on the performance of a specific student

“10 Good Questioning Rules” 1. Questions must be clearly stated. students do not answer because they do not understand the question. 2. Questions need to match objectives place emphasis on what you will be assessing; use various DOK levels of difficulty. 3. Involve the Entire Class 4. Allow enough time for students to think. Research: teachers wait 2 sec. before giving a clue, rephrasing, or calling on another student or Giving out the answer! Average Wait time needed to process and respond to a question is 10 seconds

“10 Good Questioning Rules” 5. Acknowledge all student responses. students need quick feedback – right or wrong 6. Avoid yes and no questions provides no valuable feedback; just a guess 7. Use probes to extend answers want to get students to “reason out” their answers. Ask: why did you… Can you give me another example of … how could you… 8. Avoid Tugging Questions don’t make statements like: well… and … so… You need to be very clear about what you are asking

“10 Good Questioning Rules” 9. Avoid asking students what they think they know (except as an elicit activity). this is to avoid student embarrassment “Do you know how to. . .” “Can you do . . .” 10. Ask questions in a Planned Sequence start with knowledge questions and work up to using reasoning questions. Scaffolding; increasing DOK Level. Do’s and Don’t - Table 5.4 page 135

Ways to Gather Feedback A Quick Review Ways to Gather Feedback 1. Informal Observations 2. In class Assignments, Activities, Homework and Quizzes & Tests 3. Teacher Questioning (Oral)