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Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms.

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Presentation on theme: "Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms."— Presentation transcript:

1 Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson and The Successful Classroom: Training Teachers to Succeed by Region 4 Educated Solutions

2 Assessment is a very important piece in a standards-based educational system because, when used properly, it is the tool that illustrates whether learning has taken place and allows the teacher to take corrective action early in the learning process.

3 Assessment IS: Determined and presented to students prior to instruction Conducted throughout learning process Communicates effectiveness of teaching Documents student mastery Illustrates student reasoning Diagnoses student strengths/weaknesses A way for teacher to determine the need for re- teaching Communicated clearly to students and parents Assessment is NOT: An afterthought to an instructional activity Used as an intimidator to motivate students Designed to trick or fool a student Used as a punishment for off-task behavior Intended to provide a grade and nothing else Kept private from students & parents

4 There are 3 types of assessment, each having its own purpose. All 3 should be used to provide authentic classroom assessment. Diagnostic Assessment Formative Assessment Summative Assessment

5 Provides teacher information on students prior knowledge on subject to be taught Provides teacher information on any misconceptions prior to beginning learning activity Allows teacher to modify teaching approaches Identifies students who may be at risk and need intervention

6 Given throughout the learning process Provides immediate feedback to make instructional decisions Provides partnership between teacher and student when used in conjunction with specific, timely, and corrective feedback Academic grades are not taken during this phase

7 These are questions that the teacher can ask themselves at the end of each day to assess the days objectives: Were the students successful in meeting the days objective(s)? What data or evidence do you have to support your decision? What went as you had anticipated? What problems did you encounter and what will you do to make changes for future lessons?

8 Cumulative evaluation given at the end of an instructional unit Determines if students have mastered specific competencies Identifies instructional areas that need more attention Examples include: State mandated tests (TAKS) District Benchmark tests End of unit/chapter tests

9 Objective Test Items True/False Items Matching Items Multiple-Choice Items Higher-Level Multiple-Choice Items Essay Test Items Extended-Response Questions Restricted-Response Questions ** There are advantages and disadvantages to all these tests and careful consideration should be given to the format you choose. Above all, you must ensure that it is a fair assessment that matches your instruction and an explanation of how the assessment will be scored is made clear.**

10 Based on comparisons, usually comparisons of students with one or more of the following: Other students Established standards Aptitude Achievement versus effort Achievement versus improvement

11 Focus on the Task, not your feelings about it Students promotion depends on passing Your teaching position can be affected by scores Inform students and parents about importance of test Explain the reason for taking the test and the relevance to their learning Teach Test-Taking Skills There is an element of skill to test taking that affects student performance Respond to student questions open & directly Prevents anxiety Take advantage of preparation materials State provides practice tests

12 Working Portfolio: Students include works that are in progress of being polished for a display or assessment portfolio Display Portfolio: Student selects his/her best work from working portfolio. Teacher aids student in learning to critically judge the works. Assessment Portfolio: Teacher is primary audience of portfolio. Contains a collection of work from the display and working portfolio

13 Allows individuals or groups to rethink, use, and extend what they have learned over a period of time Element of the instruction that students can own Excellent way of assessing student knowledge, understanding, and skill

14 Identify essential objectives of the lesson Identify one or more formats for product Determine quality expectations: Content Process Product Decide on scaffolding needed to promote success: Brainstorming for ideas Time lines Revising editing Develop product assignment that tells student: Show you understand and can do these things Proceeding through these steps In this format At this level of quality Differentiate based on student readiness, interest, and learning profile COACH for success

15 Products Design web page Develop an exhibit Write poem Conduct training session Present a news report Create a recipe Do a puppet show

16 For Struggling Learners Integrate skills and goals from individualized education plan (IEPs) Give product assignment in smaller increments Provide organizers that guide students through steps Support students in finding appropriate resources Make sure student has access to material in their primary language For Advanced Learners Be sure learner is being stretched forward on a number of learning materials Consider having student study issues across time periods, disciplines, or cultures Consider using mentors who know the area of study at an advanced level Work with student to develop criteria for expert level content and production

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