Embedded Files
Collecting and using data is an essential part of my practice. I collect it consistently through formal and informal types of assessment. I use data to ensure I am teaching students at their exact point of need and creating groups of students who have like-needs.
Gathering data helps me understand where students are currently working and where they need to get to in order to make 12 months of growth in a year. To develop a well-rounded understanding of students' abilities, I track what they can do, say, make or write at various stages of a unit.
Assessment
Formative Assessment
Number Talks and Hand Signals
Conferences – small group and individual
Work samples
Observations – record anecdotal notes
Rubrics and checklists - show what students can do and where they are going next
Mini whiteboards - shows what students can do
Whole class discussions - hear students’ understandings and uncover misconceptions
Summative Assessment
PAT Maths
Essential Assessment
PAT Reading
PROBE
TORCH
Moderated genre-focused writing piece
Rubrics
Examples of Assessment
Whiteboards
A quick formative assessment to see what students know and what they need to learn.
Rough anecdotal notes recorded during reading groups
I type these notes as students read during reading groups and provide them with timely feedback. I refer back to these notes to develop students' goals.
Number Talks
Encourage students to keep thinking rather than stop at one answer
Represent students' thinking and their processes in visual ways
Exposes students to the way their peers think
Shows students that there are many ways to approach and solve a question
Prompts interesting conversations
Hand signals show me who is or isn’t engaged
Writing Conferences
When conferencing with a student about their writing, we always discuss what they've done well and something they can work on. See example below:
This is the editing checklist students use as they edit their writing.
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