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Looking Beyond the Grade: Using Assessment to Inform Instruction and Increase Student Learning

Looking Beyond the Grade: Using Assessment to Inform Instruction and Increase Student Learning. Kari Gali Adriana Brandt Department of Education @ DSU. Self-Assessment: THINK. Individually reflect on your response to this question: How do you currently use assessment in your courses?.

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Looking Beyond the Grade: Using Assessment to Inform Instruction and Increase Student Learning

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  1. Looking Beyond the Grade:Using Assessment to Inform Instruction and Increase Student Learning Kari Gali Adriana Brandt Department of Education @ DSU

  2. Self-Assessment: THINK Individually reflect on your response to this question: How do you currently use assessment in your courses?

  3. Self-Assessment: PAIR Turn to the person next to you, and share your response. Note any similarities or differences between your responses. Be prepared to share with the whole group!

  4. Self-Assessment: SHARE Our ideas?

  5. A grade is just a number…or is it?

  6. Session Objectives By the end of this session, you will: • Self-assess how you currently use assessment in your courses; • Identify at least two ways to adjust your instruction based on assessment information • Identify at least two ways to actively involve students in learning while they are assessed

  7. Summative Assessment Defined • Assessment of learning • Determines what students do and do not know with respects to benchmarks, criteria, or objectives/outcomes • Occurs after the learning • Sometimes prescriptive

  8. Assessment Instruction • Begin with the end in mind • Celebrate, don’t just audit • Balance efficiency with appropriateness • Consider the feedback loop

  9. Self-Assess: Guiding Questions • Does this assessment measure my objectives? • Does this assessment measure what I think my students should know and be able to do? • Is this assessment the best way to evaluate my students? • What type of feedback will learners receive from this assessment?

  10. Self-Assess: Our Assessments Our ideas?

  11. Formative Assessment Defined Formative assessment is the process of monitoring student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

  12. Some Examples of Formative Assessment • observation • questioning • discussion • thumbs up/thumbs down • exit/admit slips • response logs • graphic organizers • individual whiteboards • think-pair-share • group quizzes

  13. Quiz Time 1. Why is a score more than just a number? 2. When planning your assessments, what types of things should you consider? 3. What is the main difference between summative and formative assessment?

  14. Classroom Application http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx

  15. Classroom Application Self assessment: Think/pair/share http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx

  16. Classroom Application Our assessments: discussion http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx

  17. Classroom Application Assessment examples: Thumbs up/thumbs down http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx

  18. Classroom Application Quiz Time: Grading and discussion http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx

  19. Classroom Application Exit Slip http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx

  20. When Summative Assessment Becomes Formative

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