using quality assessment in professional learning communities
DESCRIPTION
Using Quality Assessment in Professional Learning Communities. Misconceptions Are Like the Big Gorilla in the Room. Misconceptions are not bad! They can be a good thing when PLC’s PURPOSEFULLY use them to bridge students’ ideas with conceptual understanding of science. Students’ Ideas. - PowerPoint PPT PresentationTRANSCRIPT
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Using Quality Assessment in Professional Learning
Communities
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Misconceptions Are Like the Big Gorilla in the Room
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Misconceptions are not bad! They can be a good thing when PLC’s PURPOSEFULLY use
them to bridge students’ ideas with conceptual understanding of science.
Students’
Ideas
Conceptual
Understanding
nsta.org
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Uncovering Student Ideas in Science
100 K-12 probing assessments that link core concepts and ideas in science to research on students’ commonly held ideas (AKA misconceptions).
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ProbeA type of assessment that uncovers “hidden” ideas that often go unnoticed in the classroom that can pose significant barriers to learning
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Example: Making Sound
• Prompt- Engaging/accessible context• Selected Responses, different formats (e.g.
justified list)• Justification- Rule or reasoning used
Teacher Background Notes
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Probes Informed By
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Coming Soon!
• Uncovering Student Ideas in Physical Science- 25 Force and Motion Formative Assessment Probes- Fall 2009
• Sound and Light• Electricity and Magnetism• Matter and Energy
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Formative Assessment Classroom Techniques (FACTs)
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Transformative Assessment
Assessment that fundamentally transforms teaching and learning.
Formative assessment works if implemented appropriately!
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Key Point #9: Representations can reinforce or develop misconceptions
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FACT: Card Sort Strategy
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Examining Student Thinking
• Form a grade level PLC• Examine the probe. What concept or
learning goal does it target? Why would you use this probe?
• Probe clarification- What is the “best” answer?
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Diagnostic and Formative Assessment
• What “ideas” do you see in the student work? How would you categorize the different ideas students have?
• What “formative” actions will your PLC take to build a bridge from where these students are to where you want them to be?
• What might you investigate further to explore this problem? What other student learning evidence will you collect?
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Reflecting Back to the Key Characteristics of PLC’s
• Focus on Learning• Collaborative Culture Focused on Learning• Collective Inquiry• Action Orientation and Experimentation• Continuous Improvement• Results Orientation
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Big Ideas of the Day
• 6 Characteristics of PLC’s• Change/Beliefs• Norms of Collaboration• Tools, Processes, and Resources to
Support PLC Work
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Reflection FACT
I used to think PLC’s ____ but now I know ____; and I intend to do _______ when I go back to my site.