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7 STRATEGIES OF ASSESSMENT FOR LEARNING Chpt. 2 Portfolio Entry.

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Presentation on theme: "7 STRATEGIES OF ASSESSMENT FOR LEARNING Chpt. 2 Portfolio Entry."— Presentation transcript:

1 7 STRATEGIES OF ASSESSMENT FOR LEARNING Chpt. 2 Portfolio Entry

2 Strategy # 1- Provide students with a clear & understandable vision of the learning target  We must share learning targets, objectives or goals either at the outset of instruction or before they begin an activity.  We must use language that students understand.  We must define key words in terms that students understand.  We must make sure that their thoughts match with the scoring guide or rubric.

3 Strategy #2- Use examples and models of strong and weak work  Examples of strong and weak work should be anonymous.  Have students analyze these samples for quality and justify their judgments.  Model creating a product or performance including the true beginning, problems they might run into, etc.  Make sure students see the development and revision part to help them work through the “rough patches”.

4 Strategy #3- Offer regular, descriptive feedback  Provide feedback that is informative and results in an improvement of learning.  Remember, a major contributor to effectiveness is what is described.  Feedback directing attention to the learning leads to greater achievement than feedback directing attention to characteristics of the learner.  Feedback is most effective when it points out strengths in the work as well as areas needing improvement.

5 Characteristics of Effective feedback  Directs attention to the intended learning, ointing out strengths and offering specific information to guide improvement  Occurs during learning, while there is still time to act on it  Addresses partial understanding  Does not do the thinking for the students  Limits corrective information to the amount of advice the student can act on

6 Strategy #4- Teach students to self-assess and set goals  Students should identify their own strengths and areas for improvement.  Students should be allowed the opportunity to write in a response log at the end of class, recording key points they have learned and questions they still have.  Using established criteria, select a work sample for their portfolio that proves a certain level of proficiency and explain why it qualifies.  Offer descriptive feedback to classmates.  Use feedback, feedback from other students, or their own feedback to set goals for future learning.

7 Strategy #5- Design lessons to focus on one learning target  When assessment information identifies a need, adjust instruction to target that need.  Narrow the focus of a lesson to help students master a specific learning goal.  If the learning target has more than one aspect of quality, build competence one block at a time.

8 Strategy #6- Teach students focused revision  Have students work in pairs to critique an anonymous sample and revise it using their own advice.  Ask students to write a letter to the creator of an anonymous sample they have just critiqued and suggest ways to make it stronger.  Ask students to analyze your own work for quality and make suggestions for improvement.

9 Strategy #7- Engage students in self-reflection, and let them keep track of and share their learning  Have students write a process paper detailing how they solved a problem.  Have students write a letter to their parents about a piece of work (explain where they are now and where they are going).  Have students track their own progress toward mastery of learning targets.  Have students reflect on their own growth.  Have students help plan and participate in parent conferences to share their learning.

10 Conclusion Assessment for learning is powerful if carried out carefully and thoughtfully. Students are more likely to take control of their own learning if they have a clear vision of the targets that they are supposed to master. If they are aware of what they know and need to learn, they are more likely to close the gap.


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