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Using Quality Assessment in Professional Learning Communities

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.

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Using Quality Assessment in Professional Learning Communities

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  1. Using Quality Assessment in Professional Learning Communities

  2. Misconceptions Are Like the Big Gorilla in the Room

  3. 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

  4. 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).

  5. Probe A type of assessment that uncovers “hidden” ideas that often go unnoticed in the classroom that can pose significant barriers to learning

  6. Example: Making Sound • Prompt- Engaging/accessible context • Selected Responses, different formats (e.g. justified list) • Justification- Rule or reasoning used Teacher Background Notes

  7. Probes Informed By

  8. 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

  9. Formative Assessment Classroom Techniques (FACTs)

  10. Transformative Assessment Assessment that fundamentally transforms teaching and learning. Formative assessment works if implemented appropriately!

  11. Key Point #9: Representations can reinforce or develop misconceptions

  12. FACT: Card Sort Strategy

  13. 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?

  14. 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?

  15. 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

  16. Big Ideas of the Day • 6 Characteristics of PLC’s • Change/Beliefs • Norms of Collaboration • Tools, Processes, and Resources to Support PLC Work

  17. I used to think PLC’s ____ but now I know ____; and I intend to do _______ when I go back to my site. Reflection FACT

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