Introduction to The Assessment Process Part 1 students

Assessment is/has become: l. A part of the instruction l A part of standards-based

Focus of this course is on: l Assessment principles that lead to standards-based instruction

Focus of this course is on: l Understanding the importance of establishing good performance

Focus of this course is on: l How to communicate the standards/expectations to the

Clear & Appropriate Learning Targets l Statements of student performance; what students need to

Clear and Appropriate Learning Objectives These are the ones the Teachers write l Relatively

Activity Time Objective strips • Chapter Objectives • Adding the DOK •

The Same Verb but Three different DOK Levels Describe the difference between metamorphic and

What DOK Level were they ? What Do You Think? DOK 2 Describe the

The Assessment Process Step 1: Assessment Before Instruction

In the Classroom, You want to get to know: • the class dynamics •

Assessment Before Instruction Before School Begins Guidance records l Student Info. Cards l IEP,

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Introduction to The Assessment Process Part 1: students assessment is an integral part of the teaching process.

Assessment is/has become: l. A part of the instruction l A part of standards-based teaching “Teaching to the Test” l A part of the data driven evidence for what works l Based on scientific research on how the brain works and how we learn.

Focus of this course is on: l Assessment principles that lead to standards-based instruction l Current research and directions in the assessment field l Practical and realistic examples l How to build assessment into the instructional process

Focus of this course is on: l Understanding the importance of establishing good performance standards – AKA: Learning objectives l Learning targets l Learning goals l Behavioral objectives l

Focus of this course is on: l How to communicate the standards/expectations to the students ? How Do We Do This?

Clear & Appropriate Learning Targets l Statements of student performance; what students need to know, need to understand, and be able to do l Also provides the criteria for judging the students’ performance. What are we Talking About ? GLEs and GSEs Developed and written by the state

Clear and Appropriate Learning Objectives These are the ones the Teachers write l Relatively specific statements of student performance; usually at the end of a unit of instruction l Indicates what the student l l l Needs to know - Knowledge Be able to do - Action How they will demonstrate their understanding – Condition

Activity Time Objective strips • Chapter Objectives • Adding the DOK •

DOKs

The Same Verb but Three different DOK Levels Describe the difference between metamorphic and igneous rocks. Describe three characteristics of metamorphic rocks. Describe a model that you might use to represent the relationships that exist within the rock cycle.

What DOK Level were they ? What Do You Think? DOK 2 Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 1 Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 3 Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

The Assessment Process Step 1: Assessment Before Instruction

In the Classroom, You want to get to know: • the class dynamics • the Individual • Strengths • Weaknesses • Interests • Attitudes • Backgrounds

Assessment Before Instruction Before School Begins Guidance records l Student Info. Cards l IEP, ILP, special Plans l Standardized test scores l In The Classroom Elicit activities l Observation l Structures skills activities l Pre-Tests l