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Progress Monitoring How will I know if my students are progressing toward project goals and strengthening their literacy and communication skills? What.

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Presentation on theme: "Progress Monitoring How will I know if my students are progressing toward project goals and strengthening their literacy and communication skills? What."— Presentation transcript:

1 Progress Monitoring How will I know if my students are progressing toward project goals and strengthening their literacy and communication skills? What will I do about it if they aren’t? How will I actively involve students in the recursive process of learning? How will I document this process?

2 I can develop and implement a plan for monitoring and/or assessing students’ progress in… Student project goals Reading Writing Discussion

3 “Making your mark on the world is hard. If it were easy, everybody would do it. But it's not. It takes patience, it takes commitment, and it comes with plenty of failure along the way. The real test is not whether you avoid this failure, because you won't. It's whether you let it harden or shame you into inaction, or whether you learn from it; whether you choose to persevere.” --Barack Obama

4 How does progress monitoring relate to student growth in reading? The Iris Center, Vanderbilt University. Higher grades Awareness of performance Responsibility for learning More teacher responsiveness to individual student needs Prediction of future achievement

5 can measure a student’s rate of improvement in relation to identified benchmarks can compare a student’s current to desired performance over time can indicate small changes in a student’s performance can occur quickly and frequently can include assessment of learning and assessment for learning 5

6 BeforeDuringAfter

7 Before What data will your school use to identify students for the intervention classroom? During How will you monitor the progress of your students on a daily basis? After How will you know if they have progressed?

8  Diagnostic  Formative  Summative

9 Stanford Achievement Test (SAT-10) Ekwall-Shanker Unit Pre- and Post-Tests

10 Formative assessment is assessment for learning that  happens while learning is underway,  diagnoses students’ needs,  informs instructional decisions,  provides students with meaningful, specific feedback they need to improve the quality of their work,  and helps students see and feel in control of their journey to success. (from Classroom Assessment for Student Learning by Rick Stiggins, Judith Arter, Jan Chappuis, and Steve Chappuis. ETS, 2006)

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12 Formative assessment is assessment for learning that  happens while learning is underway,  diagnoses students needs,  informs instructional decisions,  provides students with meaningful, specific feedback they need to improve the quality of their work,  and helps students see and feel in control of their journey to success. (from Classroom Assessment for Student Learning by Rick Stiggins, Judith Arter, Jan Chappuis, and Steve Chappuis. ETS, 2006)

13  Assesses student learning in relation to the content standards  Assesses a student’s cumulative progress throughout a unit or year-long course  Gauges the success of a program  Is useful to align curriculum or determine instructional improvement targets

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15 Closed Word Sort (small groups) Sort items into one of the following categories: Formative Assessment Summative Assessment

16 The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it. -- Michelangelo

17 Student project goals Reading Writing Discussion

18 If you have accomplished all that you have planned for yourself, you have not planned enough. -- Edward Everett Hale Preliminary Plans Outlines Prototypes Practice Presentation Group Monitoring It takes as much energy to wish as it does to plan. -- Eleanor Roosevelt

19 Help students set their own targets/ goals for a project Help students chunk out the work and set deadlines for the work to be accomplished Help students self-monitor their progress toward their goals and self-reflect on their learning as they progress.

20 “I Can” Statements Individual Self-Monitoring Group Monitoring

21 Teacher questioning Journals Learning logs Exit slips Student-Partner Talk Quizzes Role-Play

22 Writing samples Journal Checklist of writing skills Description of projects

23 Journal Graphic organizer Checklist Student Practice Activity Student-Partner Talk Practice Presentation Teacher Anecdotal Notes Role-Playing

24  Student Binders/Folders  Place student goals in the binder  Hold students responsible for charting  Keep samples of different types of data—don’t forget reading, writing and discussion.  Share with the student

25 Remember to document … What you can see, hear, justify or count.

26 I can develop and implement a plan for monitoring and/or assessing students’ progress in… Project GoalsReadingWritingDiscussion REFLECTIVE JOURNAL “ As students become more involved in the assessment process, teachers find themselves working differently … Many teachers are spending less time marking at the end of learning and more time helping students during the learning.” (A. Davies quoted in A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor (2007). Portland: ETS.)

27 “Classroom Assessment: An introduction to Monitoring. Retrieved from the World Wide Web: www. iris.peabody. vanderbilt.edu/gpm/chalcycle.htm. (June 2010). Daviss, A. quoted in A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor (2007). Portland: ETS. Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from 1120/Default.aspx 1120/Default.aspx. June Larmer, James, David Ross & John R Mergendoller. PBL Starter Kit: To the Point Advice, Tools and Tips for your First Project. Buck Institute for Education: Marzano, Robert, Debra Pickering & Jane E. Pollock. Classroom Instruction that Works. Association of Supervision and Curriculum Development. January Shanker, James L. & Eldon Ekwall. Ekwall/Shanker Reading Inventory. Allyn and Bacon: January Spiegel, Dixie. Classroom Discussion. Scholastic Inc.: Stiggins, Rick, Judith Arter & Jan and Steve Chappuis. Classroom Assessment for Student Learning. ETS: 2006


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