Sandoz 1
“Life is not a multiple choice test, it's an open-book essay exam”
~Alan Blinder (Princeton)
ASSESSMENT:
A process by which information about student learning is
gathered.
ESSENTIAL VOCABULARY:
Summative, Formative, Norm- Referenced, Authentic, Portfolios,
PARCC, Common Core, NJASK, Intrinsic & Extrinsic Motivation
KEY POINTS/ACTIVITIES:
1. Significant philosophical and pedagogical changes in thinking about:
HOW
we measure, WHAT we measure, WHEN we measure, and WHY we measure.
a.
What - Traditional Assessments and Alternate Assessments *
http://www.edutopia.org/comprehensive-assessment-introduction-video
b.
When - Ongoing, Different points
c.
Why - Inform instruction, reteaching, differentiation, remediation
d.
How - Assessment, Evaluation, Grading, Application (Steps, p. 66)
e.
Types of Assessments - PAGES 67 and 68 - Let’s go to book…
f.
What are the NJASK, PARCC, SAT, ACT, AP Exams…
Sandoz 2
2. PARCC - https://www.parcconline.org/about-parcc http://www.parcconline.org/resources and PPT - http://parcconline.org/forparents - Overview and New Vision
3. Core Standards - http://www.corestandards.org/video/
http://www.corestandards.org/ & NJ Core Curriculum Content Standards http://www.state.nj.us/education/cccs/
SIR KEN ROBINSON SNACK BREAK https://www.ted.com/talks/ken_robinson_changing_education_paradigms
4. How do you choose the right assessment?
a. Ongoing, purposeful, meaningful
b. Reflect what was taught
c. Show understanding and connections
d. Align with goals and objectives of unit
e. Align with standards (* more on this)
f. Use multiple text sources
g. Requires multiple strategies
h. Allow for variety of responses
i. Correspond to learning styles
j. Opportunities for self-assessment
k. Provide info about student learning - can then evaluate your own teaching
5.
QUESTIONS, QUESTIONS, QUESTIONS!!!
a.
Objective Tests - Advantages and Disadvantages - p. 70 - No judgment, just the right
answer - see guidelines pp. 70-73
b.
Subjective (Essay, Open-ended) - Advantages and Disadvantages - p. 74 - see
guidelines 74-77
c.
Levels of Questions - I love these https://academic.cuesta.edu/acasupp/as/303.HTM
d.
https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/AssessmentAndG
rading/DesigningTestQuestions.pdf
e. http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goalsobjectives/writing-objectives 1950’s - Bloom’s Taxonomy
f. BLOOM’s TAXONOMY - (Benjamin Bloom) 1913-1999 - - psychologist) classification of
learning objectives http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Bloo
ms%20Taxonomy%20Action%20Verbs.pdf http://en.wikipedia.org/wiki/File:Blooms_rose.svg higher level thinking, critical thinking
6.
Getting to know your students… https://www.youtube.com/watch?v=DtboWTgH2ic - Student vs. Professor during
exams.
6.
(Continued)...And having them get to know themselves - Learning Styles Inventories... Multiple Intelligences - pp. 106 & 107
Sandoz 3
7.
l. http://www.edutopia.org/multiple-intelligences-learning-styles-quiz &
http://www.personal.psu.edu/bxb11/LSI/LSI.htm - learning styles & TIPS http://www.gavilan.edu/tutor/documents/StudyTipsforDifferentLearningS
tyles_000.pdf
m. http://www.edutopia.org/multiple-intelligences-howard-gardner-video
n. http://www.edutopia.org/multiple-intelligences-learning-styles-research Difference between learning style and multiple intelligence
o. New! Howard Gardner has also since attempted to clarify the matter. In partial
defense of his Multiple Intelligences theory, Dr. Gardner provided three related
“primary lessons” for educators in October, 2013:
i. Individualize your teaching as much as possible. Instead of “one size fits
all,” learn as much as you can about each student, and teach each person
in ways that they find comfortable and learn effectively.
ii.
Pluralize your teaching. Teach important materials in several ways, not
just one (e.g. through stories, works of art, diagrams, role play).
iii. Drop the term “styles.” It will confuse others and it won’t help either you or
your students.
RUBRICS - page 77
a.http://www.schrockguide.net/assessment-and-rubrics.html (WOW!!! Graphic Orgs,Portfolios,Rubrics…)
b. http://www.rubrics4teachers.com/
8.
Authentic Assessments - Projects - Assessment Schedule
9.
Portfolios - pp. 82-84
10. Using Assessments to Monitor Student Progress and Inform Instruction - pp. 8687 - Lists (*Note - Graphic Organizers, Response Journals, Teacher Questioning,
Conferences)
11.
Assessing Readers - Running Records, Anecdotal Records
12.
Adjusting for Special Needs (504/IEP), ELL
13.
Grades - Communication...Portals...Progress Reports
14.
Side Note- Report Cards...Standards Based Report Cards...what is in a grade?
15.
Further research on Assesment from ERIC - http://ericae.net/intboda.htm
16.
Models at end of chapter & Last thoughts - Don’t use tests or threats of tests to
control.
INTERESTING VIDEO & SPEAKER
https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley
Sandoz 4
A teacher's day is one-half bureaucracy, one-half crisis, one-half monotony, and one-eightieth
epiphany. Never mind the arithmetic. ~Susan Ohanian
Educational researcher Robert Stake explains the
difference between formative and summative assessment
with the following analogy:
When the cook tastes the soup, that's formative. When the
guests taste the soup, that's summative.
LITERACY
INSTRUCTION & CONTENT
LITERACY:
"Content literacy can be defined as the ability to use reading and writing for the
acquisition of new content in a given discipline. Such ability includes three principal
cognitive components: general literacy skills, content-specific literacy skills (such as
map reading in the social studies,) and prior knowledge of content."
(McKenna & Robinson 1990)
ESSENTIAL VOCABULARY:
Sandoz 5
Balanced literacy, Phonics, Basal Readers, Whole Language, Shared
Reading & Writing, Reading Workshop, Independent Reading &
Writing, Word Work, Guided Reading & Writing, Writer’s
Workshop, Mnemonic
KEY POINTS/ACTIVITIES:
1. "Adolescents entering the adult world in the 21st century will read and write more
than at any other time in human history. They will need advanced levels of literacy to
perform their jobs, run their households, act as citizens, and conduct their personal
lives." -- Richard Vaca, author of Content Area Reading: Literacy and Learning Across
the Curriculum
2. http://www.nwp.org/cs/public/print/doc/resources.csp - National Writing
Projecthttp://www.nwp.org/cs/public/print/resource_topic/writing_across_the_curriculu
m - Writing Across the Curriculum
3. What role will literacy play in your classroom? What are some ways you will
weave instruction in reading, writing, and speaking into the content you teach?
4. What is Balanced Literacy? - p. 109
“Balanced Literacy combines all aspects of various
literacy philosophies, programs, and tools throughout both history and research in
education. ”
– Dorothy Strickland –
Sandoz 6
http://www.metuchenschools.org/metuchen/Our%20District/Board%20of%20Educ
ation/Presentations%202012-2013/Balanced%20Literacy%20Presentation.pdf Define/Overview - pp. 3-7 (printed)
5. Top of page 110 - What must be included?
6. Page 111 - 113 - Strategies
7. Read Alouds - pg. 115 how to do
8. Pages 116-120 - JIGSAW ACTIVITY - Shared Reading, Reading Workshop,
Independent Reading, Word Work, Guided Reading
9. Stations/Indep Activities - p. 121
Sandoz 7
10. Writing - Shared, Interactive, Guided, Independent, Writer’s Workshop - pp. 124128
11. Literacy Activities - 128-130
12. Scheduling - Blocks - sample schedule - p. 131
13. Fountas & Pinnel, SRI, Lexiles
14. And the Middle and High School? Instructional Strategies pp. 134-136
15. Resources: ReadWorks
16. Supporting Content Lit - Elementary p. 141
17. Middle and High School - p. 142
18. Literacy Strategies
a. KWL - 146
B. Study Guides
C. Graphic Organizers
D. Response Journals - DEJ
E. Tickets out the Door - Ratings, etc.
F. Vocab - Mnemonic Devices - http://www.adlit.org/strategies/22732/
G. Anticipation Guides - see p. 160
19.
Strategic Readers - Text features/Modeling
20. Cross-curricular projects
21. Links: http://www.adlit.org/