diagnostic assessments and the professional learning cycle creating a diagnostic tool
DESCRIPTION
Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool that will inform the work of the PLT. Welcome and Overview Deborah Keefe, Resource Teacher SSSS Initiative. Facilitation Team. Kristin Greatrix Instructional Resource Teacher - NFO - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/1.jpg)
Diagnostic Assessments and the
Professional Learning Cycle
Creating a Diagnostic Tool that will inform the work of the PLT
![Page 2: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/2.jpg)
Welcome and Overview
Deborah Keefe, Resource Teacher
SSSS Initiative
![Page 3: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/3.jpg)
Facilitation TeamKristin GreatrixInstructional Resource Teacher - NFO(S4i Schools - Judith Nyman S.S. & Fletcher’s Meadow S.S.)
Ann Campbell-ShaverResource Teacher with Special Education Responsibilities - NFO(S4i Schools - Judith Nyman SS, Fletcher’s Meadow S.S., Sandalwood S.S., Heart Lake S.S., Harold M. Brathwaite S.S., Chinguacousy S.S.)
Lynn Filliter Instructional Resource Teacher - MWFO(S4i Schools – Streetsville S.S.)
Darren ReedInstructional Resource Teacher, Cross Curricular Literacy – CBO(S4i Schools – All)
Susan CampoInstructional Technology Resource Teacher, NFO(S4i Schools – Bramalea S.S., Lincoln Alexander S.S., Brampton Centennial S.S., Central Peel S.S. )
![Page 4: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/4.jpg)
• Materials Management
• Teacher Computer Center
• Meet Your Table Group– Name & School– What book would you recommend
for Applied students (record on cue card – with your name) ?
– What book would you recommend for fellow “lovers of literature” (record on cue card – with your name) ?
![Page 5: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/5.jpg)
Human Histogram Activity
When prompted, stand in front of the sign which corresponds to the answer shown on the anonymous survey in your hand.
![Page 6: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/6.jpg)
Today’s Objectives
• To “try on” some assessment for learning strategies
• To have an opportunity to work with English teachers from other schools and from your own Professional Learning Team
• To make some informed decisions about the diagnostic tool you will create
![Page 7: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/7.jpg)
1. 3. A B A
B
2. 4. A B B A
The Relationship BetweenA = Assessment for LearningB = Diagnostic Assessment
![Page 8: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/8.jpg)
DIAGNOSTIC...THEN WHAT?
ELL CRISIS
HOW TO ASSESS?
FAIR DOESN’TMEAN EQUAL
WHO HAS TIME
TO COLLABORATE?
HOMEMADE IS BEST?
DIAGNOSTIC ASSESSMENT CHALLENGES!
WHAT TO ASSESS?
![Page 9: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/9.jpg)
WHAT TO ASSESS?HOW TO
ASSESS?
• Uncover the Greatest Area of Need for Students • Prior knowledge TRAP • Step outside the box – you might be surprised what you find
![Page 10: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/10.jpg)
HOW TO ASSESS?
• Time, location, structure, supports• “Schema”• Triangulation of Data
FAIR DOESN’TMEAN EQUALELL CRISIS
![Page 11: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/11.jpg)
HOMEMADE IS BEST?WHO HAS TIME TO COLLABORATE?
DIAGNOSTIC...THEN WHAT?
• Informs the work of the Professional Learning Team• Baseline data which is owned by the team and aligns to Curriculum•Use of structures and protocols helps
![Page 12: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/12.jpg)
Accomodation VS Modification
![Page 13: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/13.jpg)
Our Parents’/ Grandparents’ Generation
![Page 14: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/14.jpg)
Our Generation
![Page 15: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/15.jpg)
Our Students’ Generation
![Page 16: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/16.jpg)
What do students need to be able to do by the end of grade 9 / grade 10 applied in order to survive and thrive at the next level?
![Page 17: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/17.jpg)
![Page 18: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/18.jpg)
Consolidation
3 -2-1
![Page 19: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/19.jpg)
On your way to break…
Using the dots in your folder, identify the 3 areas where your experience suggests students will struggle the most.
![Page 20: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/20.jpg)
Break
Please sit with your school team after break.
![Page 21: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/21.jpg)
By the end of ENG2PO students will be able to support their opinion with details from a text.
Look Fors:• Student can differentiate between quotation and dialogue (what
characters say and do and what others say and do about that character) when selecting evidence
• Student has structured her/ his response to introduce a point, proof, tieback, analysis
• Student consistently do the above (Point Proof Tieback Analysis)• Student can differentiate between an opinion and statement of fact• Selected evidence demonstrates student can move beyond the literal
meaning of the text (graphic text included)• Student can communicate his/her ideas clearly
![Page 22: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/22.jpg)
Diagnostic Model - Fictional Texts
![Page 23: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/23.jpg)
Choosing a Literary Text: Choosing a Literary Text: ConsiderationsConsiderations
• High interest text• Available to all teachers• Clear opportunity for comparison
![Page 24: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/24.jpg)
Think AloudLook Fors Thinking Behind Decision
Student will differentiate b/w quotation and dialogue (what characters say and do and what others say and do about that character)
Is there sufficient dialogue in the text to provide a contrast?Are there examples of evidence that do not involve dialogue?
Student has structured her/ his response to introduce a point, proof, tie back, analysis
Have the students previously been exposed to PPTA?
Student consistently does the above (PPTA)
Have the students been reminded to PPTA?
Student can differentiate between an opinion and statement of fact
Is there an opportunity in the text to form an opinion?
Selected evidence demonstrates student can move beyond the literal meaning of the text
Are students required to infer meaning throughout the text?
Student can communicate her/ his ideas clearly
Is the text accessible to students to provide them with an opportunity to clearly express an idea?
![Page 25: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/25.jpg)
Text choiceText choice: “Just Lather, That’s All” by Hernando Tellez from Elements of English 10.
Task: Task: In a supported opinion paragraph, contrast the values of Captain Torres with the Barber in “Just Lather, That’s All.”
Parallel task: Parallel task: In a comparison essay, contrast the values of two characters from the play The Melville Boys by Norm Foster.
![Page 26: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/26.jpg)
Diagnostic Model - Fictional Texts
![Page 27: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/27.jpg)
TipsTips
• Consider the interests of your students; choose a text that appeals to many students
• Read texts aloud with your students prior to the writing task
• Access students’ prior knowledge (reviews, anchor charts, etc)
• Backwards design to ensure diagnostic and follow-up parallel tasks are appropriate for the flow of the course
![Page 28: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/28.jpg)
Diagnostic Model – Non Fiction/ Informational Texts
![Page 29: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/29.jpg)
Choosing a Non-Fiction/Informational Choosing a Non-Fiction/Informational Text: ConsiderationsText: Considerations
• Applied Learners most likely to encounter this text form in their lives beyond school
• Opportunity to support learning around the use of text features and navigating text – variety of “real texts” available
• Might need to update text more frequently than fiction choices
![Page 30: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/30.jpg)
Think Aloud
Look Fors Thinking Behind Decision
![Page 31: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/31.jpg)
Diagnostic Model – Graphic Text
![Page 32: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/32.jpg)
Choosing a Graphic Text: Choosing a Graphic Text: ConsiderationsConsiderations
• High interest text• Available to all teachers• Connection to real-world (student interests
and life)
![Page 33: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/33.jpg)
Think AloudLook Fors Thinking Behind Decision
Students can find evidence from the graphic text to support what they know for sure
Have students previously been exposed to KWL?
Students can make a logical conclusion/inference based upon evidence from graphic text
Do students have a solid grasp or understanding of what an inference is?(text clues+ background knowledge = a solid inference)
Selected evidence demonstrates student can move beyond the literal meaning of the text to determine author's message
Are students required to infer meaning throughout the text?
Student can communicate her/ his ideas clearly
Is the text accessible to students to provide them with an opportunity to clearly express an idea?
![Page 34: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/34.jpg)
Text choiceText choice: “You Can Help Stop Global Warming” by World Wildlife Fund.
Task: Using a KWL chartTask: Using a KWL chart, determine author's message from World Wildlife Posters.
![Page 35: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/35.jpg)
Visual LiteracyVisual Literacy
"It is no longer enough to simply read and write. Students must also become literate in the understanding of visual images. Our children must learn how to spot a stereotype, isolate a social cliché, and distinguish facts from propaganda, analysis from banter, and important news from coverage." –Ernest Boyer, 2006
![Page 36: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/36.jpg)
What Can We Say?• There are pictures posted around the room.
You and your group will select one of these pictures to work with.
• Examine the picture you selected and fill out the graphic organizer provided. Please use the blue post-it notes for the left side of the organizer and the yellow for the right side.
What I know for sure What I think I know
![Page 37: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/37.jpg)
What is the Message?
• From the information you have collected in your graphic organizer decide what you believe the message is that these images are trying to portray?
• Write your message out on an index card. Be prepared to share your message to the whole group.
![Page 38: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/38.jpg)
Clustering of ExpectationsGrade 9 Applied Grade 10 Applied
English: Reading English: Reading
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 2.1, 4.1 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 2.1, 4.1
English: Media Studies English: Media Studies
1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 4.1 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 4.1
![Page 39: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/39.jpg)
![Page 40: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/40.jpg)
![Page 41: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/41.jpg)
![Page 42: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/42.jpg)
![Page 43: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/43.jpg)
![Page 44: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/44.jpg)
![Page 45: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/45.jpg)
![Page 46: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/46.jpg)
![Page 47: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/47.jpg)
![Page 48: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/48.jpg)
![Page 49: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/49.jpg)
![Page 50: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/50.jpg)
Diagnostic Model – Graphic Text
![Page 51: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/51.jpg)
TipsTips
• Consider the interests of your students; choose a graphic text that appeals to many students to allow them to go beyond just knowledge and understanding
• Honour the various entry-points of all students
• Allow for choice
![Page 52: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/52.jpg)
Muddiest Point
Muddiest Point Card
The muddiest point __________ is:
![Page 53: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/53.jpg)
Collaborating on Backwards Design
• As a group, select a course and identify one thing, based on your prior experiences, that you feel students will have difficulty doing.
• Individually, brainstorm things that you would look for in products, conversations, observations.
• Share brainstorm and categorize like details and give them a title.
![Page 54: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/54.jpg)
Inside-Outside Circle Sharing
![Page 55: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/55.jpg)
LUNCH
![Page 56: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/56.jpg)
Clarity and Prizes
• Addressing the muddiest points from before lunch
• Are you a Giller or a Governor General’s?
![Page 57: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/57.jpg)
Lights, Camera, Action…
With your permission, a resource teacher may
film your Professional Learning Team as you work through the process of writing a diagnostic, for the purpose of sharing this video footage with other resource teachers.
![Page 58: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/58.jpg)
ORID Discussion RT SupportSchool Supporting RT
Central Peel Carol McClelland
Bramalea Susan Campo
Brampton Centennial & Chinguacousy Ruby Nagpal
Glenforest & Clarkson Ann Campbell-Shaver
Lincoln Alexander Deb Keefe
Heart Lake & Fletcher’s Meadow Kristin Greatrix
Harold M. Brathwaite Lynn Filliter
![Page 59: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/59.jpg)
Focused Discussion – 20 minutes
![Page 60: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/60.jpg)
Professional Learning Team Work Time
![Page 61: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/61.jpg)
Sharing of Ideas
![Page 62: Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool](https://reader035.vdocuments.us/reader035/viewer/2022062322/5681492f550346895db66d91/html5/thumbnails/62.jpg)
Goodbye & Thank you(Please submit your exit slip.)