Assessment gathers information about students to understand them, while evaluation places judgment and assigns grades. There are two purposes of assessment: to provide feedback to students and diagnose instruction. Formative assessment assists teaching before and during instruction, while summative assessment evaluates after instruction. Alternative assessments like projects, performances, and portfolios can be used in addition to traditional tests. Rubrics are detailed descriptions of performance criteria that are used to score student work.
must be alert & aware that we’re checking for understanding. e.g. “An Open Mind” assignment: Student who asks, “How can you count my opinion as wrong?” doesn’t understand the material required in the written backup. Student who insists on doing character with one line doesn’t understand that the characteristics illustrated don’t have to come from interpretation of the play.
My main points: Students work for grades, so grading formative assessment in some way is usually necessary. Checking and/or grading formative assessments makes students accountable for their own learning. 3. Grading that occurs before opportunity for feedback should count considerably less than grading that occurs subsequently. Thus, homework grades, classwork grades, quiz grades, etc. will count less than any unit test or project used as a summative assessment.
Distribute example of DAHS short story exam. Look at sample items for thinking level and matching question to skill taught.
What are advantages?
What are advantages?
Remember: all should be aligned with unit objectives that have been taught in class. NOT ACTIVITY FOR THE SAKE OF ACTIVITY. Use my poetry unit as example: aligned with unit objectives and individual lesson objectives (oral interpretation; written interpretation)
Examples will be in packet distributed in class.
Go it it. Illustrate.
Students will have copy of the rubric, but Voice Quality criteria missing. After illustrating how to arrive at criteria with this slide, go over the other two that have been prepared. Have them complete Voice Quality.
4 items – therefore 25% each But what if you decide that the oral interpretation and overall quality are really more important? A student earning 4’s on accompaniment and voice quality shouldn’t get the same as a student earning 4’s on oral interp & overall quality. The answer: next
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