4. Have a plan
• talk to other teachers in core area
• work with the school’s system and
expectations
5. Have a plan
• talk to other teachers in core area
• work with the school’s system and
expectations
• support your observations
6. Have a plan
• talk to other teachers in core area
• work with the school’s system and
expectations
• support your observations
• be deliberate - every question/action serves
a purpose
7. Have a plan
• talk to other teachers in core area
• work with the school’s system and
expectations
• support your observations
• be deliberate - every question/action serves
a purpose
• NO SURPRISES FOR ANYONE
10. Stay on top
• avoid letting assignments pile up
• plan for when you will be grading when writing lesson
plans
11. Stay on top
• avoid letting assignments pile up
• plan for when you will be grading when writing lesson
plans
• know the schedule for your grading periods
12. Stay on top
• avoid letting assignments pile up
• plan for when you will be grading when writing lesson
plans
• know the schedule for your grading periods
• not every assignment needs assessed
13. Stay on top
• avoid letting assignments pile up
• plan for when you will be grading when writing lesson
plans
• know the schedule for your grading periods
• not every assignment needs assessed
• know why and what you are assessing
14. Stay on top
• avoid letting assignments pile up
• plan for when you will be grading when writing lesson
plans
• know the schedule for your grading periods
• not every assignment needs assessed
• know why and what you are assessing
• meaningful assessment provides feedback - not just
numbers (not all assessment is/needs to be meaningful)
15. Stay on top
• avoid letting assignments pile up
• plan for when you will be grading when writing lesson
plans
• know the schedule for your grading periods
• not every assignment needs assessed
• know why and what you are assessing
• meaningful assessment provides feedback - not just
numbers (not all assessment is/needs to be meaningful)
• set and meet expectations for students and parents
16.
17. Elements of a Plan
how
to measure
curricular success or
goals and mastery
outcomes
assignment weighting of
types assignments
18. key questions
what are skills or why are
you content? you
assessing? both? assessing?
what will how do I
how will
this know I
assessment you use
doing “it”
tell you? the info?
right?
19.
20. things to investigate
• portfolios
• rubrics
• performance assessment
• ask around about writing a good
quiz/test
21. Rubrics
•Scoring guide to evaluate performance based
on a range of criteria
•Working guide for students and teachers,
usually handed out before the assignment
begins in order to get students to think about
how to complete the activity.
•Enhances the quality of direct instruction &
active learning practices.
30. Summary
• have a plan and stick with it
• work with school’s system
• support your observations with evidence
• know the “what” and “why” of each
assessment
• ultimate goal is improved student
performance & understanding
• set expectations and keep them
Hinweis der Redaktion
\n
first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
first year teachers - highly recommend using someone’s else plan - better support & focus on other things\n
\n
\n
\n
\n
\n
\n
\n
\n
bring things forward from last assessment - score for each \n
but my thing is just science... no! your new thing is teaching science and the unwritten curriculum \n
