district sharing: formative assessment and grading practices using the ldc rubric
Post on 25-Feb-2016
48 Views
Preview:
DESCRIPTION
TRANSCRIPT
District Sharing: Formative Assessment and Grading Practices Using the LDC Rubric
Check on Tech• Audio Wizard
• Elluminate tools– Hand raise– Microphone– Smiley face– Checkmark– Chat box– Polling
IU 13 LDC Webinar 2
Virtual Meeting NormsPlease…
• participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window.
• raise your hand to indicate that you’d like to use the microphone when it is time for questions.
• release the microphone when you are finished.
• use the door to indicate that you are away from your computer if you need to step out.
IU 13 LDC Webinar 3
Goals for This Afternoon…
• Share LDC formative assessment and grading practices across schools
• Show alignment between formative assessment best practices and LDC instructional ladder
• Identify the difference between scoring and grading
IU 13 LDC Webinar 4
Summative Assessment
• Seeks to make an overall judgment of progress made at the end of a defined period of instruction.
• Examples:– PSSA, PSSA-M, PASA– Keystone Exams– ACCESS for ELLs– End of unit exams– End of course exams
Formative Assessment
• A planned process• Used to help teachers monitor and adjust
their instruction accordingly to increase the probability of student success.
• Classroom based and should help meet individual needs of students.
• Formal and informal measures
Dylan Wiliam’s 5 Assessment Strategies
1) Find out where students are2) Provide feedback that moves learning
forward3) Make sure everyone is clear about the
assessment criteria4) Incorporate peer assessment5) Embed student self-assessment
Formative Assessment Strategy LDC: What Instruction?
1) Find out where students are. Task Engagement
2) Provide feedback that moves learning forward.
Active ReadingEssential VocabularyNote-takingBridgingControlling IdeaDevelopment RevisionEditing
3) Make sure everyone is clear about the assessment criteria.
Task AnalysisRevision
4) Incorporate peer assessment. Note-takingBridgingRevisionEditing
5) Embed student self-assessment. Active ReadingNote-taking Controlling IdeaDevelopmentRevisionEditing
Examples of Embedded Formative Assessment in an LDC Module
~Kathy Thiebes, Economic Systems Module
Examples of Embedded Formative Assessment in an LDC Module
~Kathy Thiebes, Economic Systems Module
Examples of Embedded Formative Assessment in an LDC Module
~Kathy Thiebes, Economic Systems Module
Examples of Embedded Formative Assessment in an LDC Module
~Kathy Thiebes, Economic Systems Module
Connections to theDanielson Framework: 3d
The elements of component 3d are:• Assessment criteria• Monitoring of student learning• Feedback to students• Student self-assessment and monitoring of
progress
Grading vs. ScoringWhat’s the Difference?
• Grading: reflects the performance of students relative to expectations at a particular point in time.
• Scoring: uses fixed standards of quality that do not change over time.
Upcoming Webinars
Upcoming Webinars: (3:00 – 3:45pm)
• April 18th: Using Primary Source Documents and
LDC
• May 2nd: Preparing for the Summer Showcase
IU 13 LDC Webinar 15
Contact Us!Barbara Smith- LDC Site LeadEmail: barbaraa_smith@iu13.org Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: kelly_galbraith@iu13.org Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Ruth Manthey-LDC Program AssistantEmail: ruth_manthey@iu13.org Phone: (717) 606-1939
IU 13 LDC Webinar
Tweet about LDC! @LDCIU13
top related