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Chapter 5

Chapter 5. Considering Evidence of Learning in Diverse Classrooms. 1. Assessment is a critical feature of both UBD and DI. Explain why this is the case for each model separately as you understand them. Explain how assessment links the two models.

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Chapter 5

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  1. Chapter 5 Considering Evidence of Learning in Diverse Classrooms

  2. 1. Assessment is a critical feature of both UBD and DI. Explain why this is the case for each model separately as you understand them. Explain how assessment links the two models. UBD- In using assessments teaching can become more purposeful and focused. Teachers can make modifications for their students’ readiness levels, interests, and learning preferences. DI- Helps students focus on individual goals that are important for development of each learner.

  3. 2. What are the big ideas implicit on each principle? The Three Principles are: Consider Photo Albums Versus Snapshots: Multiple measures are essential because no one test can do it all. No test should be the sole criterion for any decision. A teacher can use a portfolio or data folder to measure student growth Match the Measures with the Goals: An assessment must provide an appropriate measure for a given goal. Declarative Knowledge- what students should know and understand Procedural Knowledge- what students should be able to do Disposition- what attitudes of habits of mind students should display Form Follows Function: What are we assessing? Why are we assessing? For whom are the results intended? How will the results be used Diagnostic- pre-assessments Formative- ongoing assessments Summative/Evaluative- what has been learned

  4. 3. What common teacher beliefs and practices do these guidelines challenge? Four Classroom assessment Practices • Assess Before Teaching • Pre-assessments- so teacher is informed of students’ varying learning needs. • Offer Appropriate Choices • Allow some choices-but always with the intent of collecting needed evidence based on goals • Provide Feedback Early and Often • Effective Feedback System- (1) be timely, (2) be specific, (3) be understandable to the receiver (4) allow for adjustment. Too many educators consider grades and scores as “feedback” • Encourage Self-Assessment and Reflection • Students need to figure out how “they” learn the best

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