1. Analyzing Assessments and Needs
Component 4 Session 2
Analyzing Assessments and Needs
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2. Homework Group Information and Profile Form
Questions
Links to Level 4 Scoring Rubric
Contextual Information Form
Share responses with Peer
Read for clarity—Does this make sense? Is this understandable?
Read for rationale—How do you know it? Why did you do it?
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4. Defining Unit of Study
Unit of Study describes sequential lessons aligned to standard(s) taught within a time frame.
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5. Alignment
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6. Assessment Materials Forms
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7. Organization of Materials
Contextual Information
Instructional Context
Form
Unit
Materials
Formative
Assessment
Forms
Summative Assessment Materials Forms
Certificate Standards
Written Commentary
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8. Overview Plan Reflect Implement
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9. Accurate Assessments Assess WHY Assess WHAT Assess HOW Purpose
Valuable
Results Do
Who
Assess WHAT
Define Learning
Priority
Vet/Clarity
Aligned
Assess HOW
Design
Quality Sampling
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10. Assessment Plan Resource 2.4
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11. Video on Student Self-Assessment
“If You Don’t Know Where You Are Headed, You’ll Probably End Up Someplace Else.” Douglas J. Eder, Ph.D Watch this video on You Tube How does the quote fit the video?
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12. Breaking Down Self-Assessment
Clear Learning Goals
Clear understanding of the quality required to meet goal
How to Compare
Share anonymous samples
Model Analysis of Quality
Modeling of Rationale for Analysis
Include evidence support
Release analysis to student
Takes time and practice and feedback and patience
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13. Types of Descriptive Feedback
Success Feedback
Identifies what is done correctly
Describes a feature of quality found in the work
Points out effective use of strategies
Intervention Feedback
Identifies a correction
Describes a feature of quality needed work
Offers a reminder
Makes a specific suggestion
Asks a question
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14. Types of Feedback Examples
Success Feedback
You identified all the parallelograms.
The information you found on your topic answers questions the reader is likely to ask.
Intervention Feedback
The chart you made didn’t really help answer the question. Try a Venn Diagram.
The drawing you made didn’t make sense with the problem. What other kind of drawing could you try?
Try putting your information into an organizer. That might help you see where you need more information.
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15. Self Assessment Structures
Use Pretest results—Student can highlight questions that show mastered goals green, use yellow for items that were simple mistakes and red for goals that need attention. Pretest need to have items aligned to unit targets. This can also help you differentiate your instruction.
How do you Know Your Answer is Correct?
Variation on exit slip. Students respond to question/problem and explain how they know their response is correct.
Rating Scales
1= I don’t know well, 2=I need review 3=I know this well
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16. Structures for Student to Self-Assess
KHE—variation of KWL
At the beginning of instruction you ask students what they Know about the intended learning.
For example you ask students what they know about writing an introductory paragraph.
Ask student again Half Way through instruction the same question(s).
Ask students at the End of instruction the same question(s).
What other structures do you use?
Ideas from Jan Chappuis’ book Seven Strategies of Assessment For Learning.
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17. Item Analysis Structure
C4 Resource 2.6
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18. Component 4 Requirements
Directions from the Formative Assessment Materials Form—”You may include examples of 3 students’ use of self- assessment or feedback (no more than 3 pages) with this form. This form must be no more than 2 pages if you include self-assessments. Without self-assessments, it must be no more than 1 page.”
Directions from the Summative Assessment Materials Form—”You may include examples of 3 students’ use of self- assessment or feedback (no more than 3 pages) with this form. This form must be no more than 2 pages if you include self-assessments. Without self-assessments, it must be no more than 1 page.”
each Student Self Assessment can be 2 pages (total of 6 pages)
write a description and purpose for this self assessment that will be 2 pages and included with either the Formative Assessment Materials Form (Question #2 on the Form) OR the Summative Assessment Materials Form (Questions #2 on the Form) - depending on when the self assessment occurred.
for each of these student self assessments selected, the candidate must have a Student Release form, with parental/guardian consent, and must retain in their records (not submit with entry). The Student Release Forms can be found at boardcertifiedteachers.org>For Candidates>First-Time and Returning Candidates>Student Release Form (a cell in the Table).
These are PDF documents that can be electronically filled in and run off for parents/guardians to sign.
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19. Take a moment and….
Reflect on opportunities in your unit plan for student self assessment.
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20. Professional and Student Learning Need
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21. Closure Connecting Data to Students and Needs. Topics
Unpack 2 Assessment Materials Forms
Refine or develop your unit’s Assessment Plan
Reflect on opportunities/structures for Student Self- Assessments
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22. Preparing for Session 3
Refine your Contextual Information and Instructional Context Forms using peer feedback.
Draft responses to Formative Assessment Materials Form, Summative Assessment Materials Form, Professional Learning Need Form and Student Learning Need Form. Use any or all resources presented to respond to draft C4 Forms.
Refine your Unit’s Assessment Plan and begin implementation of unit before Session 3.
Bring Assessment data from Unit to Session 3.
Continue to complete C4 Resource 1.1 Resource Overview and Planning chart noting responses in columns 7 and 8 under Instruction as you implement your unit.
Begin draft of Knowledge of Students from Written Commentary.
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24. Session Reflection
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