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EML 433 Lecture 10
Authentic Assessment
| Question | Answer |
|---|---|
| Gardiner said assessment should be based on students showing their understandings.... | In a variety of ways. |
| KWL | Know, want to know, learnt |
| Why do we need to think of assessment like a jigsaw? | If we don't get all the pieces we will not get the complete picture. |
| How many perspectives are there on a student's ability? | 4- Student's perspective, Parent's perspective, System/External perspective, Teacher's Perspective. |
| How can parent's perspective be ascertained? (2) | Informal discussions and reporting. |
| How can student's perspective be ascertained? (2) | Self assessment and peer assessment. |
| How can the system's perspective be ascertained? (2) | Diagnostic tests such as Burt, Waddington and Standardised testing such as NAPLAN, ELLA, BST. |
| How can the teacher's perspective be ascertained? (2) | Classroom measures and anecdotal notes. |
| A balance of assessment information includes... (3) | Assessment as learning, for learning and of learning. |
| Assessment practices need to be ........ and ......... focused. | Planned and focused |
| What are the three forms of assessment? | Formative, Summative, Diagnostic. |
| Formative assessment | Assessment over time, gathered as learning takes place to guide and direct. |
| Summative assessment | Assessment at the end of a term or set period. |
| Diagnostic assessment | Assessment to understand behavious or pinpoint difficulties. |
| We can only assess and analyse information if we .... (2) | Know the subject well and we know what we are looking for. |
| How many steps are there in the teaching and learning cycle? | 4. |
| What is the teaching and learning cycle? | Where are they? (outcomes achieved), What next? (syllabus outcomes), How will I get them there? (T&L), How will I know? (assessment). |
| What are the benefits of assessment for learning? (4) | Jump start experiences, learners know where they are and future directions, wrap up experiences, teacher & students become tuned in. |
| Assessment while teaching is .... ? | Formative. |
| What are two examples of anecdotal notes and records? | Running records and checklists. |
| How can anecdotal records become more focused? | 1) Focussing on a 'handful' of students 2) Establish a specific focus 3) Use meaningful verbs to identify behaviours. |
| What do anecdotal records need to be successful? (2) | Planning and preparation. |
| Anecdotal records should be in what tense? | Past tense. |
| What should records be supported by? | Examples as evidence. |
| How often should compiled data be analysed? | Every 6-8 weeks. |
| What sort of feedback should be given to students? | Cognitive strategies and prompts. |
| Instruction should be customised as a ...... | Response. |
| If students can assess their own writing then they can ... (2) | Revise and edit texts to make them more accurate and meaningful. |
| If students keep a reading journal or list they can .... | Make independent selections. |
| Reflection leads to or assists learning because learners ..... (4) | Know what they know, know that learning has taken place, identify gaps in knowledge & understandings, establish future directions. |
| Authentic assessment must assist learners to ..... | know learning has occurred; engage in thinking, talk & action; make connections; clarify & build; construct & consolidate; express |
| What are three types of portfolios? | Working portfolio, documentary portfolio, show portfolio. |
| Working portfolio | Collection of day to day work showing the process of learning. |
| Documentary portfolio | A collection of work for assessment. |
| Show portfolio | Where a student's best work is selected and displayed (shows the product of learning). |
| Name three ways classroom assessment can occur. | Rubrics, checklists and portfolios. |
Created by:
Katellord
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