Discuss Assessment: Program Planning in light of the End

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Discuss Appraisal: Program Arranging on account of the End. NESA Winter Preparing Establishment New Delhi, January 30-31, 2010. Damian Cooper (905) 823-6298 dcooper3@rogers.com. Session Results. Audit the standards and procedures of "in reverse arranging"

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Discuss Assessment: Program Planning in view of the End NESA Winter Training Institute New Delhi, January 30-31, 2010 Damian Cooper (905) 823-6298 dcooper3@rogers.com

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Session Outcomes Review the standards and procedures of "in reverse arranging" Apply these to components of our own projects of study

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The Big Ideas of Classroom Assessment 2. Appraisal must be arranged and deliberate.

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Why is "In reverse Planning" a fundamental ability for all instructors? Time Changing mission of schools Curriculum over-burden Differentiation Excellence

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Changing Goals Mean

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Changing Goals Range of Competent Achievement

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Program Planning and Unit Design Messy learning Inquiry Design down Peer audit Field test Refinement

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Design Down Planning "To start in view of the end intends to begin with an unmistakable comprehension of your goal. It intends to know where you are going so you better comprehend where you are presently so that the means you take are dependably in the correct heading." Covey, Seven Habits of Highly Effective People

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"In reverse Design" Program Planning Stage 1 : Identify focused on understandings Stage 2 : Determine proper appraisal of those understandings Stage 3 : Plan learning encounters and direction that make such understanding conceivable Wiggins and McTighe, Understanding by Design

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"In reverse Design" Program Planning Stage 1 : Identify focused on understandings Wiggins and McTighe, Understanding by Design

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Plan Backward from What's Essential… Worth being acquainted with Important to know and do Enduring understandings Wiggins and McTighe, Understanding by Design

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What is a "Major Idea/Enduring Understanding"? Not a point or idea e.g "strife" But rather A speculation that is wide in degree is basic for a profound comprehension of a given subject as a rule distinguishes a connection between at least 2 themes or ideas e.g. "Struggle is fundamental to fiction since it draws in the peruser's feelings."

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Big Ideas/Enduring Understandings have enduring quality/exchange are at the heart of the teach require "uncoverage" (unique or frequently misconstrued thoughts) are installed in accurate information, aptitudes and exercises might be communicated as proclamations or as "basic inquiries"

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Topics Compared to Essential Questions Consider how these "themes" vary from the relating INTU questions:

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A question is basic when it: causes bona fide and pertinent investigation into the huge thoughts and center substance; incites profound thought, vivacious dialog, managed request, and new understanding and also more inquiries; obliges understudies to consider choices, measure confirm, bolster their thoughts, and legitimize their answers; animates indispensable, on-going reexamining of enormous thoughts, suspicions, and earlier lessons; sparkles significant associations with earlier learning and individual encounters; actually repeats, making open doors for exchange to different circumstances and subjects. Concede Wiggins, 2008

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Which of the accompanying are Big Ideas/EnduringUnderstandings/Essential Questions? Where we live influences how we live. The goal of this movement is to distinguish who perpetrated a wrongdoing and give proof to effectively arraign the suspect. What are the mouth parts of a grasshopper called? Numerical connections are wherever in this present reality. These connections are spoken to in an assortment of ways: words, conditions, tables, charts.

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What is a "Fundamental Skill"? An ability that is major to understudy accomplishment in a given subject space May be exhibited over an extensive variety of units inside a year/course, all through a whole year/course, and additionally from year to year e.g. critical thinking

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Which of the accompanying are "Fundamental Skills?" Draw conclusions & make judgements in view of a content Count in reverse from 100,000 in tens Use subjective & quantitative information to comprehend examples and patterns in the sociologies Identify the mouth parts of a grasshopper

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Identifying Big Ideas/Enduring Understandings & Essential Skills (allude to layout #2) Select one unit Identify 1 or 2 Big Ideas/Enduring Understandings/Essential Questions to stay the unit Identify 1 or 2 Essential Skills to grapple the unit

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Template 2

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"In reverse Design" Program Planning Stage 2 : Determine fitting appraisal of those understandings "What proof would demonstrate 'past a sensible uncertainty' that understudies have accomplished the coveted understandings?" Wiggins and McTighe, Understanding by Design

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Assessment of Learning "Evaluation of learning incorporates those assignments that are intended to decide how much learning has happened after a huge time of guideline. The information from such appraisals is regularly used to decide report card grades.

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Assessment for Learning "Evaluation for learning is any appraisal for which the main need in its outline and practice is to effectively promote understudies' learning. It in this way varies from appraisal outlined fundamentally to fill the needs of responsibility, or of positioning, or of confirming fitness." Black, Wiliam et al. 2004

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Sampling… the way to overseeing appraisal Teachers educate significantly more and understudies learn significantly more than can ever be surveyed and assessed Good evaluation of learning configuration includes distinguishing a basic example of understudy work from which legitimate surmisings can be made about the sum total of what that has been realized This basic specimen turns into the assemblage of confirmation that will be reviewed and detailed upon

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How much proof is "sufficient" for reviewing and announcing? At the end of the day… How would we guarantee that the group of confirmation chose for evaluating and announcing in a given subject or course is a substantial specimen?

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No analytic proof Includes an assortment of modes to consider contrasts in learning style (compose, do, say) Includes different (3+)pieces of confirmation for each learning bunch Provides proof of the fundamental learning in the subject Tasks speak to cleaned work: Not hones or early tries Feedback has happened already and been executed What are the prerequisites of a "substantial example"?

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Triangulation of Data: Classroom Assessment Performance errand Valid & Reliable Picture of Student Achievement Oral resistance/gathering Written test information

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Plan Backward from What's Essential… Worth being acquainted with Assessment Types Traditional tests & tests - paper/pencil Performance Tasks & Projects - open-finished - complex - true Oral Assessments - meetings - interviews - oral questionning Important to know and do Enduring understandings Adapted from Wiggins and McTighe, Understanding by Design

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Identify the arrangement of basic appraisal undertakings Agree upon the relative weighting of each assignment Establish the criteria by which each undertaking will be evaluated Develop normal, superb scoring instruments that catch the fundamental pointers of value execution Periodically take part with some restraint of understudy work Collect banks of models, a few for each level, for each assignment Grade/course groups need to team up to…

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Ensuring a Balance of "State", "Do", and "Say"

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Performance Assessment "An assortment of assignments and circumstances in which understudies are offered chances to exhibit their comprehension and to mindfully apply learning, abilities, and propensities for brain in an assortment of settings. These appraisals frequently happen after some time and result in an unmistakable item or detectable execution… . They now and then include understudies working with others."  Marzano, Assessing Student Outcomes, 1993

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The G7 Summit

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Time to Talk About Assessment Discuss what fundamental realizing in this financial aspects course request an execution appraisal, for example, the G7 recreation.

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Matching Assessments with Essential Learnings Still utilizing format 2, recognize a conceivable unit coming full circle errand that will oblige understudies to exhibit their comprehension of the Big Idea(s) and Essential Skill(s) Identify littler evaluations that get ready understudies for accomplishment on the finishing assignment

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Template 2

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Matching Curriculum Targets with Assessment Tasks Peer Review Use the criteria recorded on " What Is an Enduring Understanding?" & "What Is an Essential Skill?" to scrutinize the Stage 1 work of your companions Stage 2: Examine the match between the educational programs and the appraisal undertakings. Will the evaluation assignments give definitive proof of the fundamental learning?

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addresses fundamental learning presents understudies with a drawing in test requiring ingenuity obliges understudies to apply their learning recently is proper to all understudies obliges understudies to participate in critical thinking and basic leadership where conceivable, mimics "true" assignments distinguishes clear evaluation criteria accommodates singular responsibility Checklist for a Well-Designed Performance Task

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Designing a Culminating Task (allude to Template #3) Using format 3, make a top to bottom arrangement for the unit finishing errand including: a nitty gritty depiction of the undertaking 2-3 forms & items that will give confirmation of basic learning (incorporate appraisal systems, evaluation devices, & appraisal criteria)

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Template 3

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Beware the faction of estimation! What can be evaluated? information of terms learning of equations basic ability obtaining What must be mea