Материалдар / Баяндама Formative Assessment and Summative assessment
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Баяндама Formative Assessment and Summative assessment

Материал туралы қысқаша түсінік
 Ағылшын тілін оқытуда оқушылардың сөйлеу дағдыларын қалыптастыру;  Оқушылардың сөздік қорларын дамыту барысында тиімді әдістерді пайдалану;  Бастауыш сынып оқушыларының ағылшын тілінде дұрыс оқу қабілетін қалыптастыру;
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12 Желтоқсан 2019
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1Formative AssessmentFormative Assessment And Summative Assessment

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1Formative AssessmentFormative Assessment And Summative Assessment

2Session Target GoalsSession Target Goals Participants will: • articulate the differences between formative & summative

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2Session Target GoalsSession Target Goals Participants will: • articulate the differences between formative & summative assessment • recognize the impact of effective formative assessment • use three guiding questions to ensure that students are informed and involved in the assessment process

3Why assess students?Why assess students? • To gather evidence of student learning • To inform instruction •

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3Why assess students?Why assess students? • To gather evidence of student learning • To inform instruction • To motivate students and increase student achievement

4How do we assess students?How do we assess students? Formative Assessment Summative Assessment

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4How do we assess students?How do we assess students? Formative Assessment Summative Assessment

5Assessment forfor Learning Assessment ofof Learning

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5Assessment forfor Learning Assessment ofof Learning

6Teachers, students and parents are the primary users Teachers, principals, supervisors, program planners, and policy makers a

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6Teachers, students and parents are the primary users Teachers, principals, supervisors, program planners, and policy makers are the primary users During learning After learning Used to provide information on what and how to improve achievement Used to certify student competence Used by teachers to identify and respond to student needs Used to rank and sort students Purpose: improve learning Purpose: document achievement of standards Primary motivator: belief that success is achievable Primary motivator: threat of punishment, promise of reward Continuous Periodic Examples: peer assessment, using rubrics with students, descriptive feedback Examples: final exams, placement tests, state assessments, unit tests

7Shifts in AssessmentShifts in Assessment To assessing to learn what students understand To using results to inform instructio

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7Shifts in AssessmentShifts in Assessment To assessing to learn what students understand To using results to inform instruction To students engaged in ongoing assessment of their work and others To descriptive feedback that empowers and motivates studentsFrom assessing to learn what students do not know From using results to calculate grades From end-of-term assessments by teachers From judgmental feedback that may harm student motivation

8What do I want them to know?

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8What do I want them to know?

9TeachersTeachers • What do your students know? • How did you find out what they know? • What’s your evidence?

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9TeachersTeachers • What do your students know? • How did you find out what they know? • What’s your evidence?

10StudentsStudents • What did you learn? • How do you know? • What feedback would you like from the teacher?

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10StudentsStudents • What did you learn? • How do you know? • What feedback would you like from the teacher?

11The Formative AssessmentThe Formative Assessment FrameworkFramework

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11The Formative AssessmentThe Formative Assessment FrameworkFramework

12Seven Strategies of Formative Assessment Where am I going?Where am I going? 1. Provide a clear and understandable version

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12Seven Strategies of Formative Assessment Where am I going?Where am I going? 1. Provide a clear and understandable version of the learning targets. 2. Use examples of strong and weak work. Where am I now?Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the How can I close the gap?gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them document and share their learning.

13Drawing Completion Assessment Probe Reflection Survey Concept Map Think Pair Share Peer Assessment Self Assessment Highlight

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13Drawing Completion Assessment Probe Reflection Survey Concept Map Think Pair Share Peer Assessment Self Assessment Highlight / Green Light Corrections Performance Assessment PredictionsRound Robin ReportingBrainstormCard SortTraffic Light Strategies

14??? to ask ??? to ask beforebefore assessing assessing • Why am I assessing? • What do I want my students to know? • How

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14??? to ask ??? to ask beforebefore assessing assessing • Why am I assessing? • What do I want my students to know? • How will I find out if they know it? • How will I communicate the results of my assessment? • Who should be involved?

15• Thank you for • your attention.

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15• Thank you for • your attention.