1. Assessment for Learning Week 4 Discussion Brett Crouse

2. Key Strategy #1  Clarifying  Removing ambiguity or confusion on a subject  Understanding  Allowing students to relate the knowledge to personal experience  Sharing  Sharing points of view

3. Key Strategy #2  Lessons Should Elicit Evidence of Learning  Activites, discussions, tasks in classroom should:  Encourage involvement of the student in the learning process  Promote interaction and communication about the subject between students and between student and teacher  Allow students to connect lessons to real-world situations, apply learning to a new situation (Newman, 2013)

4. Key Strategy #3  Provide Feedback for Student  Important for growth  Important to use specific examples  Include both two positives and an area of opportunity  Feedback for Teacher  Self-review of effectivity of the assignments

5. Key Strategy #4  Student to student Tutoring  Green/Yellow/Red Strategy  Green students understand the subject and are comfortable using their viewpoint to tutor the red students  Yellow students need extra assistance from the teacher  Important for teacher to also provide feedback for student tutors (Green students) on how they extended their knowledge to the red students

6. Key Strategy #5  Activate students to own their learning  C3B4ME  This goes along with other previous key strategies  "See Three Before Me"  Encourages students to reach out to their peers, and take responsibility for their efforts before using the teacher as a resource.  Important for teacher to be time-effective

7. Personal Ideas  Formative Assessments  Often described as low-stakes  Smaller checkpoints for student understanding.  How will it be effective?  End of day review of learning  Gauge of student understanding  Positive for student individually  Positive for teacher

8. Formative Example  I enjoyed the idea of using individual mini whiteboards to answer open-ended questions to review the subject at the end of a unit of study.  This can also be done mid-way between the subject to check on progression status for each student.  Another example would be submitting short answers to open-ended questions about the subject submitted individually  allow assessment of individual.  shows teacher where they need to focus extra attention

9. Personal Ideas  Summative Assessments  At the completion of a unit or a class  Regarded as high-stakes to students  How will it be effective?  For teachers to check students learning in relation to standards  Evaluation of teaching from beginning to end of unit/course  Allows for a view of total progress made within that timeframe  Evaluation for both teacher and student

10. Summative Example  Students can fill out teacher evaluations  Gain an upward perspective about the quality of lessons, activities, etc.  Final exam  Use open-ended questions instead of multiple choice  Essay about coursework as a whole  Critique of real-world example

11. Summary  Assessment has many forms in modern education  Assessment is important as both check points and at the completion of units/classes  Assessment can be for both teachers and students  Classroom environments allow for various options for utilizing peer tutoring  Creativity is key!

12. References  Rystad, M. (2013, April 7). Assessment for learning [Video file]. Retrieved from http://www.youtube.com/watch?v=HcLMlY6R7RMAssessment for learninghttp://www.youtube.com/watch?v=HcLMlY6R7RM  Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.Teaching and learning in the 21st century: Connecting the dots