Standard 06: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Embedded Files
Observe
Observe
Going beyond the accustomed ways of seeing and really noticing what a student is doing. Noticing the students progress, it they are meeting the requirements, and recording it is within assessing students work and learning.
I employed crit-card’s to pair Higher-Order Thinking Skills with parts of Bloom’s Taxonomy. Students are not going to truly understand something without interpreting it, questioning it, or relating to it.
Also, keeping daily tabs on students by using the the Studio Habits of Mind's 8 Dispositions to keep track of formative assessments.(6I)
A simple listing of expectations is an easy way to point out to students what merits "doing it right." (6M)
Even though the students were told to draw a certain thing, with step by steps instructions, they were then encouraged to make it their own and think of different ways to express the assignment. And did they deliver. I got my requirements of smudgy value lines and the color wheel and I saw ownership of their art, how to welded the assignment to serve them. We both win. (6R)
Kristen- Es&Ps UPLOAD Summative assessment -nichos-.jpgA form where students observe within their own art where they used the Elements of Art and Principles of Design. They upload the identified details and can self evaluate how those parts are used in their artwork. (
An assessment of a student's work and how to continue on. (6D,M)
Collecting worksheets on brainstorming ideas helps keep tabs not only on the students' thought process, but also if they on the correct path. This is clutch for the virtual classroom and I am not physically present to simply glance over their shoulder to see how things are going. (6I,M)
The Indicators
The Indicators
2.1.6. Performance – Indicators:
A teacher…
6A. Balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
6B. Designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
6C. Works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
6D. Engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
6E. Engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
6F. Models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
6G. Effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
6H. Prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
6I. Continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.
2.1.6. Essential Knowledge – Indicators:
A teacher…
6J. Understands the differences between formative and summative applications of assessment and knows how and when to use each.
6K. Understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
6L. Knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
6M. Knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
6N. Understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
6O. Knows when and how to evaluate and report learner progress against standards.
6P. Understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
2.1.6. Critical Dispositions – Indicators:
A teacher…
6Q. Is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.
6R. Takes responsibility for aligning instruction and assessment with learning goals.
6S. Is committed to providing timely and effective descriptive feedback to learners on their progress.
6T. Is committed to using multiple types of assessment processes to support, verify, and document learning.
6U. Is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
6V. Is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.
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