Ed Assessment Notes
4/14/07
- Discussion/review about essential questions
- How are we going to use assessment to guide instruction and how to we use assessment to make instruction effective?
- Helps to prioritize content
- Won’t necessarily be addressed continually (i.e. throughout all units) nor will every essential question have only one unit question
- Tools for adapting/Modifying Instruction - brief coverage and materials available in the pink photocopy packet
- Accomodations (changing delivery) Modifications (changing expectations) and Adaptations (changing content)
- Co-teaching
- On-going assessment - a diagnostic continuum
- pre-assessment –> formative assessment –> summative assessment
- Project note: Want to include a pre-assessment, differentiated instrucion, formative and summative assessment through maybe a single unit
- I think I’ll develop some strategies for motivation and assessment of adult learners that could be incorporated within a professional development setting.
- Perhaps a reflection writing within a blog or as comments to a blog post.
- Perhaps an incentive to apply a certain aspect of training within class.
- Perhaps an online preassessment and then the utilization of electronic response system for formative assessment
- Currisulum Compacting
- instructional technique designed make curriculum modifications that allow for both advancement and enrichment
- analyze –> mastery –> needs to master –> how will they learn?
- Examples of differentiated instruction techniques:
- Learning Centers
- Tiered Instruction (Blooms)
- Assignment - take two test questions and determine which Blooms level the question if. Then create additional questions tiered across each of the other levels
- Response to Intervention
- Process for determining if a student has a specific learning disability - discrepancy model v. response to intervention