Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Keeping Track
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 1 Recording Evidence
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Who What How Slide 2 Keeping Track
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 3
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Whole class Specific groups Targeted students Slide 4 Who
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 5
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel In-the-Moment: whole-class discussions, student-to-student interactions, teacher-student conferences, small-group discussions Tasks: written work, other representations (models, graphs), investigations Slide 6 What: Learning Artifacts
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 7
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Teacher Notebooks/Ring-binders: notes made during observation and interaction Student Notebooks: need strategies (which students, how many, when?) for reviewing and providing feedback Portfolios: artifacts of different learning opportunities as learning is emerging Technology Applications: Excel spreadsheets with student responses, draft of papers, work in progress Slide 8 How: Record Keeping
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Try It Out Select one record-keeping strategy and try it with students. What do like or dislike about the record- keeping strategy? Does the strategy help you to modify your instruction? Share your experience with your TLC. Slide 9
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
On a scale of 1 to 5, rate the degree to which you have met the Module 4 success criteria (1 = not at all, 3 = somewhat, 5 = to a great extent): Explain why, when, and how strategies can used to elicit evidence of student learning and thinking Identify the criteria that quality evidence meets Identify a range of likely student responses to strategies and tasks Interpret evidence from formative assessment strategies and tasks Describe how to keep track of evidence Check Your Learning
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel