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Region 3 Assessment Binder Cheryl Bashutski Sun West School Division Mike Walter Regina Public Schools.

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Presentation on theme: "Region 3 Assessment Binder Cheryl Bashutski Sun West School Division Mike Walter Regina Public Schools."— Presentation transcript:

1 Region 3 Assessment Binder Cheryl Bashutski Sun West School Division Mike Walter Regina Public Schools

2 Purposes of the Session  Become familiar with Assessment Strategies Binder  Review common understandings of Assessment and Evaluation  Reflect upon personal assessment beliefs  Find a strategy to explore in your classroom

3 Assessment Literacy  Classroom Assessment/Evaluation  Formative, Diagnostic  Summative  Evidence for Reporting  To students  To parents  To community

4 Classroom Assessment  Rich array  Observation  Anecdotal  Rubrics  Portfolios  Instructional focus  Adaptated for individuals  On-going, continuous

5 Principles of Fair Assessment  Tell them what you’re going to test  Test what you taught  Test how you taught  Test all you taught  Give several opportunities to show that they know it  Give them the results in a way they can understand  Give parents results in a way they can understand

6 Student Evaluation Resources   Saskatchewan Learning (Evergreen Curriculum)   CRESST   McRel     Click on “Documents”   Rubrics.com

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8 Greatest Impact on Student Achievement  You’re going to see a list of 11 things  With your colleague beside you, discuss which of these things has the greatest impact  When you reach consensus, turn to another pair and see what they decided had the greatest impact on student achievement  Come to consensus again.  You have 3 minutes for each part

9 Greatest Impact on Student Achievement 1.Use of audio-visual aids 2.Grading 3.Inquiry or discovery methods of teaching 4.Focussing on objectives 5.Using hands-on or manipulatives 6.Modifying the textbook and teacher instructional materials 7.Presentation mode of the teacher 8.Questioning strategies 9.Teacher direction 10.Testing 11.Wait time

10 Greatest Impact on Student Achievement 1.Use of audio-visual aids I 2.Grading A 3.Inquiry or discovery methods of teachingI 4.Focussing on objectives C 5.Using hands-on or manipulatives I 6.Modifying the textbook and teacher I, C instructional materials instructional materials 7.Presentation mode of the teacher I 8.Questioning strategies I 9.Teacher direction I 10.Testing A 11.Wait time I Curriculum Instruction Assessment

11 Which of the four has the greatest impact on student learning  Behaviour  Achievement  Attendance  Attitude

12 Which of the four has the greatest impact on student learning  Behaviour  Achievement  Attendance  Attitude

13 Jigsaw Activity  There are 10 sections to the Binder  Therefore, we need people to divide into 10 expert groups. Each will be assigned a section.  In your Expert group, read your section and agree on the essential information others need to know is in that section.

14 Structure of Each Section  What is it?  Why use it?  Who benefits from it?  When is it used?  When is it NOT used?  Tips on how to get started  Adaptations and variations  Practical, teacher made and used examples  References for additional information

15 Jigsaw, Part 2  Form Sharing groups: each Sharing group must have one member at least from each expert group.  Share the information from our Expert group with your new Sharing group in 2 minutes or less.  Each Sharing group member should come away understanding what is in the whole document.

16 Sections in Binder  Introduction1  The Adaptive Dimension and Assessment5  Anecdotal Records and Observation Techniques 19  Rubrics and Exemplars 35  Oral Assessment Strategies 55  Effective Questioning 77  Assessment Portfolios 83  Tests and Quizzes 99  Grading and Reporting 111  Glossary and Appendices117

17  Classroom assessment provides the everyday feedback that allows students to know what the goal is and to build towards that goal.  Without high quality classroom assessment to provide the interim information to refine instruction, student achievement will never improve.

18  Assessment of Learning The realms of assessment  Assessment for Learning  Assessment as Learning

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