Difference between revisions of "2: What does it look like?"

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===Exit Slips Example===
 
===Exit Slips Example===
 
[[Image:Exit Ticket.jpg|thumb|200px|right| http://tccl.rit.albany.edu/knilt/index.php/File:Exit_Ticket.jpg ]]
 
[[Image:Exit Ticket.jpg|thumb|200px|right| http://tccl.rit.albany.edu/knilt/index.php/File:Exit_Ticket.jpg ]]
:'''Description:'''  This is an 'on the fly-assessment'
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:'''Description:'''  This is an 'on the fly-assessment' and can be applied at any point during instruction.  They should assess a unit or concept on different levels.  For example this begin with one or two simpler or pre-requisite concepts and progress to the current learning objective, so that the underlying mathematical concepts that support the new knowledge can be assessed.
  
  

Revision as of 18:34, 12 May 2012

Learning Objective

Identify various types of formative assessment as illustrated through authentic examples.

In this phase, the learner should develop a clearer picture as to the criteria and characteristics that compose and define formative assessment. Below are some authentic examples that demonstrate a variety of instances where formative assessment allowed for more learner-teacher knowledge.

Characteristics of Formative Assessment:

  • has clear and transparent learning objectives
  • offers opportunities for high quality assessment
  • provides timely and understandable feedback
  • is a frequent occurrence during instruction, not only an end of unit assessment tool
  • requires student to be both active and reflective
  • follows a learning progression building on prior knowledge (aperceptive basis)
  • helps to identify a gap in learning or understanding
  • offers data on how to adjust instruction to assist student to learn within their zone of proximal development.
  • encourages teacher-student communications

Authentic Applications

Learning Context: These examples were implemented in a project-based learning (PBL)mathematics classroom. The students are chosen by lottery from thirty-nine different districts across the NYS Capital Region. It is a small high school [grades 9-12] and a single grade can contain approximate 30-40 students, whose abilities and socio-economic backgrounds vary greatly. Block scheduling permits for approximately 87 minutes of instruction every other day, this in addition to collaborative project work time. Depending on the content, the instruction was presented to either a ninth grade geometry class, which is integrated with English Language Arts (ELA), or an eleventh grade algebra II/trigonometry course. The curriculum is delivered using a PBL approach, and as a result students are presented with a project or problem, which they are to propose a solution for. The students receive an entry event or document and a project rubric; just as you have in this project.



Scaffolding/Benchmarking Example

Description: This is a planned-for interaction, as the teacher will anticipate and map out ahead of time how they will stimulate the deeper thinking within a lesson or unit of instruction. Throughout the project there are certain 'benchmarks' that the students need to meet in order to progress throughout the project. The benchmark is directly related to a component or task that will help students to complete the product. The purpose of this is so that students can receive feedback on their progress and understanding, encouraging standards-based assessment. Benchmarks can be evaluated in a variety of ways, either formally to informally.
Project Task: Mini-golf business wants proposals for a new mini-golf course hole design to increase engagement and interest of the business patrons.
Learning Objectives:
  1. File:ProjectRubric Benchmarks.pdf
  2. Use geometric transformations to create obstacles
  3. To apply to the law of incidence
  4. Explore the relationships of 'rate of change' between parallel and perpendicular lines, including the slopes of horizontal and vertical lines.
Product: a 2-dimensional, bird's eye view of a mini-golf hole design & a proposal to justify why their design will satisfy the clientele.
http://tccl.rit.albany.edu/knilt/index.php/File:Holeinonepath.jpg


Benchmarks:
Instructional Implications: The teacher can assess how groups are making progress on each of the product's components, which is just an application of the content. The teacher through observation and discussion can intervene one-on-one, or in a small group setting. Observing that many teams are having the same questions or a pattern of misunderstanding, you may want to address the class as a whole and hold an impromptu workshop.


Exit Slips Example

Description: This is an 'on the fly-assessment' and can be applied at any point during instruction. They should assess a unit or concept on different levels. For example this begin with one or two simpler or pre-requisite concepts and progress to the current learning objective, so that the underlying mathematical concepts that support the new knowledge can be assessed.


Project Task:


Learning Objectives:




Teacher Responsibilities

http://tccl.rit.albany.edu/knilt/index.php/File:IdeoCeoQuote_free.jpg
  • Creating a learning community and a learning centered classroom climate.
  • Use pedagogical content knowledge to aid in identification of gaps
  • Emphasize the process not the solution.
  • Encourage students to adopt the philosophy "Fail often to succeed sooner"
IDEOis a design consultancy that follows the design process, and emphasizes innovation, failure, and reflection, in order to meet the needs of its global clientele. If student's ever ask you when they are going to use this, explain: "Learning to solve problems (regardless of the context) is one of the most important skills to have in any working environment in today's 21st century environment."

Additional Tools

Check For Understanding


  1. How might the Einstein quote [on right] be motivational to students?
  2. How does this quote encourage formative assessment?


Learning Journal: Update K/NTK & Identify Next Steps







Benchmark#2: Propose a Solution

  1. View the Project Rubric
  2. Update your K/NTK list. Have you answered any more of your questions? Now that you have read the project rubric, are there any new questions that need to be addressed before you can proceed with your instructional design?
  3. Identify one of the approaches or tools that you would like to pursue in designing your lesson. Provide a description of how you may implement these tools/techniques and how the tools you've chosen will help you to 'solve' your problem. How do these reflect the characteristics of formative assessment? Record your response in detail.


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