Session #6 - More Assessments

Learning Outcomes:

CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).

CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).

Information:

1. Reading Drake & Nelson, Chapter 8 “Considering and Doing Discussion in History Teaching”

2. Videos on Informal Assessments.

Look at these various ideas. Assessments should not be relegated to the end of chapters and units. They should be employed nearly daily - otherwise, how would you know how your students are doing?

Suggestion: instead of marking up everything. just choose 3 or 4 and make them correct them. If they learn 3-4 items per paper, by the end of the year how many writing practices did they learn? Wouldn't you be happy if they learned 20 items from you this year?

7 Feedback Characteristics for effective learning and teaching by Grant Wiggins (Understanding by Design - Backwards Design) .

5 Research-Based Characteristics of Feedback - Edutopia

Feedback Tools - Corwin

Production:

Reading Log: For each chapter you read in Zevin and in Drake & Nelson, select at least ONE topic that stood out and tell HOW you will use it in your teaching.

Next Steps:

Due Next Week: LMU Lesson Plan #3 Create a lesson for your Unit Plan which includes preformative, formative, and summative assessments as well as informal and non-formal assessments - obviously they can be in combinations for example the preformative might be also informal.