planning, preparation, and assessment in a framework for ...€¦ · assessment of learning the...

P R E S E N T E D B Y

C H A R L O T T E _ D A N I E L S O N @ H O T M A I L . C O M

Planning, Preparation, and Assessment in A Framework for

Teaching

Engaging Activities

The Framework for Teaching Charlotte Danielson

Observe the panel re-examining their engaging activities

What outcome were they hoping for?

Types of Curriculum Outcomes

The Framework for Teaching Charlotte Danielson

• Knowledge- factual- procedural- conceptual understanding

• Skills- thinking, reasoning- communication (reading, writing, etc.)- motor- collaboration

• Values and dispositions- e.g., open-mindedness, fairness

Engaging Activities

The Framework for Teaching Charlotte Danielson

Re-examine your own engaging activity

What outcome were you hoping for?

1f: Designing Student Assessments

Summative assessment: assessment of learning

Formative assessment: assessment for learning

Domain 1

The Framework for Teaching Charlotte Danielson

• 1a: Knowledge of content

• 1b: Knowledge of students

• 1c: Setting instructional outcomes

• 1d: Knowledge of resources

• 1e: Designing coherent instruction

• 1f: Designing student assessments

Component 1a: Demonstrating Knowledge of Content and Pedagogy

The Framework for Teaching Charlotte Danielson

Knowledge of content and the structure of the discipline

Knowledge of prerequisite relationships

Knowledge of content-related pedagogy

Component 1b: Demonstrating Knowledge of Students

The Framework for Teaching Charlotte Danielson

• Knowledge of child and adolescent development

• Knowledge of the learning process

• Knowledge of students’ skills, knowledge, and language proficiency

• Knowledge of students’ interests and cultural heritage

• Knowledge of students’ special needs

Component 1d: Demonstrating Knowledge of Resources

The Framework for Teaching Charlotte Danielson

Resources for classroom use

Resources to extend content knowledge and pedagogy

Resources for students

Assessment of Learning

The Framework for Teaching Charlotte Danielson

• Certify individual students:- determine pass/fail- allow access to advanced courses - assign grades- determine eligibility for next level of schooling

• Document institution’s performance: absolute, value-added

• Determine teacher effectiveness

Constructed Response Item for Second Grade Fractions

The Framework for Teaching Charlotte Danielson

Jose ate ½ of a pizza. Ella ate ½ of another pizza. Jose said that he ate more pizza than Ella did, but she said they both ate the same amount. Who do you think is right?

Student Work for Second Grade Fractions Assessment Task – Student 1

The Framework for Teaching Charlotte Danielson

Student Work for Second Grade Fractions

Assessment Task – Student 2

The Framework for Teaching Charlotte Danielson

Student Work for Second Grade Fractions Assessment Task – Student 3

The Framework for Teaching Charlotte Danielson

Student Work for Second Grade Fractions Assessment Task – Student 4

The Framework for Teaching Charlotte Danielson

Student Work for Second Grade Fractions Assessment Task – Student 5

The Framework for Teaching Charlotte Danielson

Student Work for Second Grade Fractions Assessment Task – Student 6

The Framework for Teaching Charlotte Danielson

Assessment for Learning

The Framework for Teaching Charlotte Danielson

Teacher diagnostic assessment of student performance, with feedback

Structuring of ongoing learning by students

Student self-assessment and monitoring against criteria

Student peer assessment with feedback

Types of Assessment

Test Product Performance

Select Supply Written Physical Structured Spontaneous

•True/False

•Multiple

choice

•Short

answer

•Essay test

•Short answer

•Essay

•Research

paper

•Lab report

•Sculpture

•Model

•Reading aloud

•Speech

•Musical

performance

•French dialogue

•Group work

The Framework for Teaching Charlotte Danielson

Types of Curriculum Outcomes

The Framework for Teaching Charlotte Danielson

Knowledge- factual- procedural- conceptual understanding

Skills- thinking, reasoning- communication (reading, writing, etc.)- motor- collaboration

Values and dispositions

- e.g., open-mindedness, fairness

Bibliography

Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching, ASCD Premium Member Book, February, 2007