1. 2.1 Theory Into Practice™ Module II: Assessment

2. 2.2 ASSESSMENT is NOT a synonym for TESTING.

3. 2.3 ASSESSMENT IS… THE GATHERING OF INFORMATION FOR THE PURPOSE OF GUIDING INSTRUCTION.

4. 2.4 IT IS ASSESSMENT THAT HELPS YOU DISTINGUISH BETWEEN TEACHING AND LEARNING.

5. 2.5 LET’S TAKE A CLOSER LOOK… STUDENTS DIFFER IN:  How they learn best  What interests them  Readiness for the content

6. 2.6 WHAT CAN BE ASSESSED? LEARNING PROFILEINTERESTSREADINESS Social/Emotional Factors: *Language *Culture *Health *Family Circumstances *Special Circumstances Learning Styles Multiple Intelligences Hobbies Likes Dislikes Skills Content Concepts

7. 2.7 WHAT CAN BE ASSESSED? LEARNING PROFILEINTERESTSREADINESS Social/Emotional Factors: *Language *Culture *Health *Family Circumstances *Special Circumstances Learning Styles Multiple Intelligences Hobbies Likes Dislikes Skills Content Concepts

8. 2.8 You Won’t Want to Miss What’s Coming Up Next! BREAK

9. 2.9 WELCOME BACK

10. 2.10 Facts About Learning Styles  We tend to teach according to how we learn best. A teacher who is a strong auditory learner will prefer this modality when teaching—he/she might lecture more.  Most people do not use sight, hearing, and touch equally during learning. People develop preferences for certain senses as they learn.  46% of people are visual learners.  19% of people are auditory learners.  35% of people are kinesthetic learners.  Every lesson should be designed to include all three learning modalities: visual, auditory, and kinesthetic. Think VAK for every lesson.  If a child is not understanding your lesson, you should reteach the concept to that child in his/her preferred learning style.

11. 2.11 IN A DIFFERENTIATED CLASSROOM… The More Ways You Teach, The More Students You Reach! V A K

12. 2.12 Plot Your Profile 6 5 4 3 2 1 0 Avid reader Good at drawing Life of party AthleticLikes to be alone Likes math Can sing Likes to be outdoors Page 23

13. 2.13 MULTIPLE INTELLIGENCES Verbal-Linguistic Logical-Mathematical Visual-Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal Naturalist

14. 2.14 Survey! Multiple Intelligences Survey

15. 2.15 LET’S TAKE A CLOSER LOOK… STUDENTS DIFFER IN:  How they learn best  What interests them  Readiness for the content

16. 2.16 WHAT CAN BE ASSESSED? LEARNING PROFILEINTERESTSREADINESS Social/Emotional Factors: *Language *Culture *Health *Family Circumstances *Special Circumstances Learning Styles Multiple Intelligences Hobbies Likes Dislikes Skills Content Concepts

17. 2.17 There are lots of tools to help you get to know the interests of your learners! Pages 25-29

18. 2.18 LET’S TAKE A CLOSER LOOK… STUDENTS DIFFER IN:  How they learn best  What interests them  Readiness for the content

19. 2.19 WHAT CAN BE ASSESSED? LEARNING PROFILEINTERESTSREADINESS Social/Emotional Factors: *Language *Culture *Health *Family Circumstances *Special Circumstances Learning Styles Multiple Intelligences Hobbies Likes Dislikes Skills Content Concepts

20. 2.20 ASSESSMENT CONTINUUM Pre-assessment + Evaluation Ongoing/Formative + Evaluation Summative + Evaluation Determination of students’ current levels of readiness in order to appropriately plan instruction Accumulation of information about students’ progress in order to make instructional decisions Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been met Evaluation – The judgment of students’ present understanding.

21. 2.21 Pre-assessment + Evaluation Ongoing/Formative + Evaluation Summative + Evaluation Intervention Reporting

22. 2.22 A Dipstick Doesn’t Add Oil

23. 2.23 FORMATIVE ASSESSMENT IS LIKE A GPS BECAUSE….

24. 2.24 Let’s Take A Look At Some Assessment Strategies!

25. 2.25 CONCEPT MAP Multiplication repeated addition an array “times” 64 x 10 = 640 640 ÷ 10 1468 - 25 division 64+64+64+64+64+64+64+64= 6% of 40 * * * 8 “times” 6 What Is It? What Is It Like? What Is It Not? Examples

26. 2.26 K-W-L CHART What do you think you already know? What do you want to know? What did you learn?

27. 2.27 ABC BRAINSTORM A-BC-DE-F G-HI-JK-L

28. 2.28 EXIT CARDS Today you learned about fractions. List 3 things you learned. Write at least one question you have about this topic. We have been talking about the trait of voice in writing. Write what the trait of voice means to you. What is one way to add voice to your writing? We have been learning about the Civil War. If we got a new student tomorrow, what would you tell him/her about the Civil War that you have learned so far? What questions do you have about this topic? On your exit card… Explain the difference between prime and composite numbers. (You may wish to give examples of each as part of your explanation.)

29. 2.29 CHART PAPER PRE-ASSESSMENTSONGOING/FORMATIVE & SUMMATIVE ASSESSMENTS Grade Level ____ BRAINSTORM

30. 2.30 ASSESSMENTS COME IN MANY FORMS  Written Documents  Posters  Visual Organizers  Projects  Power Point Presentations  Oral Presentations  Pictures  Skits or Plays  Songs  Mini-lessons  3-D Models  Other:

31. 2.31 MAKE AND TAKE

32. 2.32 QUESTIONS (What are you confused about, need more information on, etc.?) AH-HA’S (New connections, wow information, etc.) NETWORKING (Web sites, ideas, books, people you need to know about) ACCOLADES (Positive thoughts for your peers, school, etc.) PARKING LOT