Está en la página 1de 30
 
Course Three: Assessment Practices
Unit 1: A Way In, Through, and Beyond
 
A Way In, Through, and Beyond
 Teaching should be creative, but not sloppy. If we now how to cast our net, how to wor through the process, and how to build on it for the future, we can begin planning with the end result in !ind. Then, we can use tools to assess our progress in order to !ae teaching !ore e"ective. We have created an easy way to re!e!ber how to go about the assess!ent process. We call it #A$%&&'(, which stands for: 
A
ssess!ent
R
e)ection
E
"ectiveness
E
*a!ples
F
eedbac +ie a reef in the ocean, this larger process of #Assess!ent, %e)ection, &valuation, and &"ective 'eedbac( is a rich source of life and possibility.  To thin about assess!ent, i!agine that you have decided to sh in a particular spot. Before settling in, you want to see if this is, in fact, the best place to start. -o you cast a large net and pull it in to see what youve caught.  Teaching is, in fact, a great deal lie shing, which can be both an art and a science. The ey here is that you are collecting infor!ation / taing stoc or !aing an inventory of what you see / and then re)ecting upon or processing that infor!ation. 0ou are reviewing the current level of understanding e*hibited by your students, how they learn, and how they !ight learn in the future. This is the initial basic
assessment
 piece. What have you caught in the net 0ou re)ect on what youve caught and use the infor!ation to help you to decide what to do ne*t. This is the
refection
 piece. 'or e*a!ple, if students tae a test or co!plete a pro2ect and you nd few results in the net, you !ight reali3e that individual students need help in certain areas. If you co!e up with an e!pty net, you !ight consider revising your original lesson plan or !ethod of teaching. After you have chosen your spot to sh, cast your net, and gathered it in, you have to loo at what you4ve caught. 'ish 5arbage An old shoe Was this the best way to go 6oes your e*perience tell you that you could have approachedthis di"erently If you are thining in advance about your lesson, then you should build in those inds of activities that you have found
eective
.  This all !ay sound a bit abstract to you. 7ere is where it is !uch !ore concrete: show
examples
. It is one thing to teach a concept 8lie subtraction9, but it is !uch !ore powerful if you can show
examples
 of subtraction. 7ow will you now, e*cept for a test, that your students are learning 0ou could provide a syste! by which your students create posters and construct ga!es to be shown in their personali3ed folders. Build these e*a!ples into the lesson.
1
 
  0ou do not have to do all of this yourself. 0ou can build in features of the lesson plan that ensure that students are giving you feedbac, i!!ediately, about how and what they are learning. These syste!s have proven to be
very 
 successful. -o, build in the
eedback 
 piece. +et the! be a part of the lesson plan.  The whole eld of assess!ent, therefore, is about one i!portant concept: nda way in, through, and out. It is about using co!!on sense to gather infor!ation that ulti!ately infor!s your teaching and helps your students re)ect upon their own process of learning. It is about i!proving your sills in designing lessons that wor and yielding the results you desire.
 
Course Three: Assessment Practices
Unit : +earning ;b2ectives and Bloo!4s Ta*ono!y6ening and Writing +earning ;b2ectives
 +earning goals and ob2ectives help you develop a set of perfor!ance e*pectations, which then enable you to develop content that is appropriate for your instruction. With sills to prioriti3e and organi3e learning goals, you can build a teaching foundation to ensure that you can guide and !easure student learning.  Thus, it is critical to now: 
What should students learn
7ow will students de!onstrate what they have learned
7ow will students learn for future learning  To properly assess student learning, it is essential to create dened and attainable outco!es.+earning ob2ectives !easure behaviors and anticipated outco!es as a result of instruction and re<uire that a teacher:
6ecide what activities and behaviors will be !onitored.
5ive students the opportunity to de!onstrate what they now.
6iscuss with students how they did on assess!ents. With these ideas in !ind, you will have a fra!e and a guide to assess!ent.  This process will infor! your teaching practice.
Writing +earning ;b2ectives
;ne way to thin about writing learning ob2ectives is to thin about it in the following process: A 8audiences9, B 8behaviors9, = 8conditions9, 6 8degree9 
A! Audience:
 Who are you addressing What are the individual learning needs as well as any group needs &*a!ple: the inco!ing class of grade eight students will be able to understand how the library classies boos. 
"! "ehaviors:
 What do the students have to do in order to show that they have learned the lesson &*a!ple: identify parts of the library to answer <uestions about using it as a resource for learning. 
C! Condition:
What, for e*a!ple, are the conditions or steps necessary for identifying how a student will identify the parts of the library. 'or e*a!ple, after participating in a >?$!inute orientation session, the students will: 
 @a!e the services available to help the! with their infor!ation needs.
 +ocate the library resources.
Access the online catalog and inde* pages. ractice searching in the library.

Recompense su curiosidad

Todo lo que desea leer.
En cualquier momento. En cualquier lugar. Cualquier dispositivo.
Sin compromisos. Cancele cuando quiera.
576648e32a3d8b82ca71961b7a986505