Professional Documents
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Pe Frameworks CH
Pe Frameworks CH
Pe Frameworks CH
PE Framework
Chapter 5
ASSESSMENT
3
No single assessment can
meet all the purposes of
assessment or information
needs of classroom teachers.
Multiple Purposes 4
Purposes Types
Assessment
Procedures
Planning
Formats
Standards Based Education Model
9
Stage 1:
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas Enduring Understandings
Standards Essential Questions
---------------------------------------
Skills and Knowledge
Above, plus
Elements Stage 2:
Determine Acceptable Evidence
GPS (Design Balanced Assessments)
All Above, plus How will I know if my students
know it and/or can do it?
Tasks
(to assess student progress toward
Student Work desired results)
Teacher
Commentary Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to help my students learn
All Above the required knowledge and skills?
(to support student success on assessments,
leading to desired results)
10
The Process of Instructional Planning
Traditional Practice Standards-based Practice
Select a topic from the curriculum Select standards from among those students need to know
Design instructional activities Design an assessment through which students will have an
opportunity to demonstrate those things
Design and give an assessment
Decide what learning opportunities students will need to learn
Give grade or feedback those things and plan appropriate instruction to assure that each
student has adequate opportunities to learn
Move onto new topic
Use data from assessment to give feedback, reteach or move to
next level
Types of Assessment (PE P. 158)
1. Entry Level Assessment
Measures student mastery to current level that serve as prerequisite kwl.
Helps determine which standards have been mastered
Provides information for instructional starting points
2. Progress-monitoring or Formative Assessment
Measures effectiveness of teacher’s instructional decisions
Informs parents, stdent, teacher and administration of student progress
Occurs at frequent intervals and is reviewed immediately
Data examined at class as well as individual levels and discussed among colleagues
Is a crucial component of instruction
3. Summative Assessment
Determines if the student attained the standard level, understand concepts, apply kwl.
Determines formal grade and the ability to transfer what they have learned to next skill.
Principles of Assessment
Journals,
performance tasks
Reports, projects
Rubrics