Gathering Evidence

 A type of assessment with respect to how and when evidence of student learning is gathered; consists of a number of components that work together to effect student motivation and achievement.  Involves the gathering of evidence of student learning, providing feedback to students, and adjusting instructional strategies to enhance achievement.

Evaluate Evidence Feedback to students Instructional adjustments Gather evidence of learning

 Interpretations  Absence of bias

 Immediate  Specific

 Next steps  Students activities

 Informal observation  Questioning  Structured exercises  Student self-evaluations

 Nonverbal behavior – Body language

 State the question clearly and succinctly so that the intent of the question is understood  Match questions with learning targets  Involve the entire class  Allow sufficient wait time for student responses  Give appropriate responses to student answers

 Avoid questions that can be answered with “yes” or “no”  Use probes to extend initial answers  Avoid tugging, guessing, and leading questions  Avoid asking students what they think they know  Ask questions in the appropriate order

 A planned activity  Usually for the entire class  Student knowledge and understanding is assessed  Results used by teachers to give feedback and plan instruction  Some amount of time between gathering of data and interpretation

 Preinstructional structured exercises  Pretests  Homework  In-class assignments  Quizzes and unit tests  Classroom response systems  Benchmark assessments  Teacher expectations