1. The Assessment Process Part 2
Assessment During Instruction

2. Formative Assessment Purpose: Provide students with instant feedback
Allow for self/peer assessment
Provide teacher feedback

3. Formative Assessment is:
Used by the teacher “ on the spot” to:
Assess student progress
Determine “what to do next” / when
Respond to students’ needs
Revise your lesson plan(s)

4. Formative Assessment Cycle
Chapter 5 pg. 119

5. Gathering Feedback During Instruction
1st Method: Informal Observations

6. Informal Observations
Nonverbal Behaviors
Facial expressions
Body language
Gestures
Verbal Behaviors
Voice related cues.

7. ? Facial Expressions Fear What do you think is her problem?
What should you do as a teacher? ?
She is showing
Fear

8. ? Facial Expressions Anger What do you think is her problem?
What should you do as a teacher? ?
She is showing
Anger

9. ? Facial Expressions Bewilderment What do you think is her problem?
What should you do as a teacher? ?
She is showing
Bewilderment

10. ? Facial Expressions Disgust What do you think is her problem?
What should you do as a teacher? ?
She is showing
Disgust

11. ? Facial Expressions Determination What do you think is her problem?
What should you do as a teacher? ?
She is showing
Determination

12. ? Facial Expressions Interest What do you think is her problem?
What should you do as a teacher? ?
She is showing
Interest

13. Chapter 5 Sources of Error in Informal Observations Pages 127-128
Nonverbal Behaviors
Chapter 5
Body Language & Gestures
Pages
Chapter 5 Sources of Error in Informal Observations Pages

14. Verbal - Voice Related clues
What student says:
“this is stupid”
“I don’t know why I need to do this”
What it means:
Does not understand
Student is frustrated

15. Using Informal Observations
Need to use a combination of verbal and non verbal.
Need to ask yourself if the verbal message is consistent with the nonverbal behavior?
Is this behavior normal or abnormal?
Table 5.2 page 126

16. Gathering Feedback During Instruction
2nd Method: Assignments, Activities and Quizzes

17. Class Activities vs. Homework
Immediate feedback
Completed by the student
Allows for individualization
Homework
Delayed feedback (weeks)
Copied, parental help, computer
Research = minimal learning benefits

18. Gathering Feedback During Instruction
3rd Method: Oral Questioning
Most frequently used instructional strategy
Very effective if used properly

19. The Two Types of Questions
Knowledge Questions
one answer or one word
factual recall
memorization skills
asks for the “what, where, and when”
DOK Level: 1 and 2
Reasoning Questions
understanding/compreh
distinguish
compare and contrast
interpret
solve
DOK mostly 3

20. The 4 Questioning Formats:
Review of Content –
fast pace, covers very specific knowledge.
Recitation –
what students have learned or remember; presentation of material
Discussions –
promotes student questioning, exchange of ideas & opinions, used to solve a problem
Individualized Interactions –
individual assessment to gather info on the performance of a specific student

21. “10 Good Questioning Rules”
1. Questions must be clearly stated.
students do not answer because they do not understand the question.
2. Questions need to match objectives
place emphasis on what you will be assessing; use various DOK levels of difficulty.
3. Involve the Entire Class
4. Allow enough time for students to think.
Research: teachers wait 2 sec. before giving a clue, rephrasing, or calling on another student or Giving out the answer!
Average Wait time needed to process and respond to a question is 10 seconds

22. “10 Good Questioning Rules”
5. Acknowledge all student responses.
students need quick feedback – right or wrong
6. Avoid yes and no questions
provides no valuable feedback; just a guess
7. Use probes to extend answers
want to get students to “reason out” their answers. Ask: why did you… Can you give me another example of … how could you…
8. Avoid Tugging Questions
don’t make statements like: well… and … so…
You need to be very clear about what you are asking

23. “10 Good Questioning Rules”
9. Avoid asking students what they think they know (except as an elicit activity).
this is to avoid student embarrassment
“Do you know how to. . .”
“Can you do . . .”
10. Ask questions in a Planned Sequence
start with knowledge questions and work up to using reasoning questions. Scaffolding; increasing DOK Level.
Do’s and Don’t - Table 5.4 page 135

24. Ways to Gather Feedback
A Quick Review
Ways to Gather Feedback
1. Informal Observations
2. In class Assignments, Activities, Homework and Quizzes & Tests
3. Teacher Questioning (Oral)