Presentation on theme: "Systematic Assessment of Student Achievement February 5, 2007."— Presentation transcript:
Systematic Assessment of Student Achievement February 5, 2007
Build Your Case Remember your audience! The assessor is a teacher just like you! Remember your audience! The assessor is a teacher just like you! Carefully compile your evidence, as an attorney builds a case. Carefully compile your evidence, as an attorney builds a case. Use your voice! Use your voice!
THE ARCHITECTURE OF ACCOMPLISHED TEACHING What is underneath the surface? Set new high and worthwhile goals that are appropriate for these students at this time. Evaluate student learning in light of the goals and the instruction. Set high, worthwhile goals appropriate for these students, at this time, in this setting. Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues. Implement instruction designed to attain those goals. Assessment of students: Who are they? Where are they now? What do they need and in what order? Where should I begin? START HERE
DESIGN FORMATIVE AND SUMMATIVE ASSESSMENT PLAN FOR INSTRUCTIONAL UNIT A continuous process…………..!!!!!!!
FORMATIVE ASSESSMENTS Measure the progress of the student as he/she moves through the unit.
SUMMATIVE ASSESSMENTS The final assessment piece for the unit of study that will demonstrate the students’ learning and extension of that learning.
RUBRIC DESIGN Rubrics are scoring guides to evaluate student learning and provide feedback to students by letting students know what will be assessed as well as the standards they must meet.
ANALYSIS AND REFLECTIONS Before the next unit of instruction can be constructed, the teacher must do an assessment of the students based on the impact of the current unit.
Does your reflection answer these questions: In retrospection, how do you consider your practice? What can you infer from your practice? What would you do differently? What would you leave the same?