es parent coffee, 13 sept - elementary assessment

8/4/2019 ES Parent Coffee, 13 Sept - Elementary Assessment

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ES Parent Coffee

Tuesda 13 Se tember 2011


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Assessment in the

Elementary School at ISM


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Essential Questions Why do we assess?

How do we know our students understandsomethin ?

What are the different types of

What is criterion based assessment?


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think we assess our students at ISM?.

Share


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y o we assessThe rime ob ective is to rovide

feedback on the learning process.

To give information to parentsabout where their child is in

times.


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Understanding

Think of something that youtru y un erstan .

Share this with a artner.How do we know if we truly


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Assessment identifies what students know

understand, can do and feel at thedifferent sta es

How do we know a child understands?

Can explain

Inter ret

Apply

Perspective Empathizes

Self reflect


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varied to see what the students can doin a wide range of circumstances.

Students need to transfer their learningo new s ua ons.

truly assess ability and understanding.


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What are the different types of

assessmen Pre-assessment

Formative:

Assessment OF the learning

Self-assessment

Peer assessment


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-

Im ortance of rior knowled e.

Enables us to know where each individual

student is at in relation to this unit /

concept.

Feeds into differentiation.


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Formative assessment is interwoven with

e a y earn ng an e ps eac ers an

students find out what the studentsa rea y now n or er o p an e nex

stage in learning.Formative assessment and teaching are

directly linked: neither can functioneffectively or purposefully without the

other.


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Summative assessment

Aims to give teachers and

students understanding.

culmination of the teaching andlearning process, and gives

students o ortunities todemonstrate what has been


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If you are tasting the soup

a ong e way o see w a

needs adding then itsformative. Tasting will

feedback into your

planning and guide your.If you are serving the soup

to your guests then its

.feedback on whether the

soup matches the desired

results.


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Self assessment and Peer

assessment e -assessmen s e a y o a s u en o

judge his/her performance, that is, to makedecisions about ones self and ones abilities.

Peer-assessment involves one student's

assessment of the performance or success of-

determined criteria)

Peer and self-assessment are rounded onconstructivist philosophies that whatever aperson discovers himself is what they really


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Teachers use eer and self-assessment toenhance learning:

to increase student involvement in the. .

teaching responsibilities)

others

to facilitate individual feedback to focus students on the process rather

than the product.


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Exam les of assessment

strategies

serva ons requen y

Performance assessment authentic ands gn can c a enges an pro ems

Process focused assessments how kidsper orm on a regu ar as s on s s

Selected responses tests and quizzes

Open ended tasks written response,drawing, diagram or solution


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We need three volunteers.


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Clap for 30 seconds ow creat v ty n t e c app ng

Show facial expression Varied beat- fast slow

Movement around the room


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It is not a summary of the lesson it is

on a n orma - ru r cs

These can be teacher generated or classgenerated


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What is a rubric?

students

Lists criteria explaining the desired outcomefor student learning.

emoves t e mystery or t e stu ent.

Can be developed to assess any taskincludin erformance tasks.

Why do teachers use rubrics?

To clarify the performance expectations for

, . To serve as a reference during assessment.

To focus instruction of learning. We plan

w t assessment r v ng t e earn ng


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Endangered Animals -Rubric

Name : ________________

Emerging Developing Proficient Exemplary

What are the Needed help by Needed some help to Needed very little help to Located all information about

characteristics/

descriptions of the

endangered animal

the teacher to

locate and copy

information

locate information

about the animal

locate information about

the animal

the animal on their own

Why are they

endangered

Had difficulty

explaining the

Stated some reasons

why animals are

Stated the reasons why

animals are endangered

Stated why animals are

endangered and had an in-

prompting

reasons for endangerment

without help

What action can we

take to save the

animals

Demonstrated no

understanding

that we need to

take action

Demonstrated some

understanding that

we need to take

action

Demonstrated the

understanding that we

need to take action

without ex lainin wh we

Demonstrated understanding of

the reasons why animals are

endangered and knows how to

take action

need to do so


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an you.

uestions?


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Other Business

- Supervision

- AFAC After School ActivitiesATAC Athletics Activities

- MAP Grades 3 & 4

ep em er Rm. 2123

es parent coffee, 13 sept - elementary assessment

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