Mais conteúdo relacionado Semelhante a 10 quick formative assessments (20) 10 quick formative assessments2. • “Stop
and
Process”
Ac.vi.es:
– Ask,
yourself,
“Am
I
teaching
so
that
students
will
learn
or
am
I
teaching
just
so
that
I
can
cover
the
required
material?”
(adapted
from
Rick
Wormeli,
2005)
COVERAGE
≠
UNDERSTANDING
Memoriza.on
does
not
lead
to
transference
Provide
.me
for
student
reflec.on
©2010 Judith Dodge
3. Checks for Understanding
• “Stop
and
Process”
Ac.vi.es:
– Ask,
yourself,
“Am
I
teaching
so
that
students
will
learn
or
am
I
teaching
just
so
that
I
can
cover
the
required
material?”
(adapted
from
Rick
Wormeli,
2005)
COVERAGE
≠
UNDERSTANDING
Memoriza.on
does
not
lead
to
transference
Provide
.me
for
student
reflec.on
©2010 Judith Dodge
4. Have
students
“Make
a
Connec.on!”
• A]er
a
mini‐lecture,
class
discussion,
text
reading,
video,
or
PowerPoint…
• Have
students
make
their
own
connec'ons
and
share
with
the
class
– Compare
two
characters,
two
books,
two
authors’
styles…
– Note
a
sequence
– Predict
a
future
outcome
– Recognize
a
cause
or
effect
– Make
a
text‐to‐self,
text‐to‐text,
text‐to‐world
connec.on
– Suggest
a
character’s
mo.va.on
– Describe
and
internal
or
external
conflict
©2010 Judith Dodge
5. Forma.ve
Assessment
• Assessment FOR learning, not OF learning
• An on-going process used during instruction
• A “snapshot” vs. a “photo album” of
assessment (Jay McTighe)
• Provides students with feedback
• Informs decision-making for future teacher
instruction and student learning tactics
©2010 Judith Dodge
6. “Whoever explains learns”
David Sousa
• Provide
mul$ple
opportuni$es
for
students
to
explain
what
they
are
learning
• Guide
assigned
“Learning
Partners”
to
interact
through
a
daily
(Turn’n’Talk).
If
need
be,
hold
partners
accountable
for
staying
on
task
by
requiring
a
wriLen
task
to
be
completed
by
each
student
©2010 Judith Dodge
7. Inclusive vs. Exclusive
Questioning
• Focus
on
Inclusive
Ques$oning,
not
Exclusive
Ques.oning
• Exclusive
Ques'oning:
• Ask
a
ques.on;
call
on
one
student:
exclude
all
others
– “Can
anyone
add
something?”
– “Do
you
agree,
Damen?”
• Inclusive
Ques'oning:
• Ask
a
ques.on;
have
every
student
respond:
– Turn’n’talk
– Stop’n’Jot!
– QuickWrite!
– Dry
Erase
Boards
©2010 Judith Dodge
8. Chunk Lessons According to
Age
• “May
I
please
leave?
My
brain
is
full.”
• Students
can
focus
and
aiend
for
a
limited
amount
of
.me
Add
2
to
their
age
7
years
old
9
minutes
13
years
old
15
minutes
15
years
old
17
minutes
©2010 Judith Dodge
9. “We must save to the hard
drive”
• To
place
informa.on
into
long‐term
memory,
– do
something
with
that
informa.on
soon
a9er
being
exposed
to
it
for
the
very
first
$me.
– reflect,
respond,
record,
tell,
describe,
illustrate,
explain,
discuss,
summarize,
draw,
use,
re‐
organize,
predict,
hypothesize,
evaluate,
and/or
judge
(Reflect
and
“Make
a
Connec'on!!”)
©2010 Judith Dodge
10. What Kinds of Assessments
Can I Easily Use?
• Carousel
Brainstorm • Post‐A‐Point!
• A
“Stop‐n‐Jot!” • Pair
Squared
• Turn‐n‐Talk • S‐O‐S
Summary
• A
“QuickWrite” • Four
More!
• Here
I
Stand! • An
Exit
Card
©2010 Judith Dodge
11. When and how often should I use a
formative assessment?
• Once
or
twice
during
a
class
period
• Midway
and
at
the
end
of
a
class
period
• Every
.me
you
switch
a
topic
• At
the
end
of
your
students
“focus”
.me:
their
age
+
2
•
Any
.me
you
see
you
sense
uncertainty,
confusion
or
passivity
in
students
©2010 Judith Dodge
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