Download - Good Morning
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Good Morning
Please find your name stick and place it in the box.
On the stick, you’ll find your group number, telling you where to sit.
(It’s mostly by department, but some dept’s wre combined.)
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Trans-Formative Assessment:
A planned process in which teachers or students
use assessment-based evidence to adjust what they’re currently doing.
-W.J. Popham
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Old Skool Formative Assessments
• Pre-tests
• Homework based on what we did in class today, to be done tonight and checked in
class tomorrow.
• Section Reviews
• Quizzes
• Bell-ringer Activities
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Planning is CrucialLearning Progressions organize instruction
and help to place and choose formative assessments.
LP’s are hypothetical and can be modified or adjusted at any time.
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Subskill:Critical cognitive skill.
Body of enabling knowledge (BEK):
Facts and info students must understand or
memorize-W.J. Popham
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The Skeleton of a Learning Progression:
Body of enabling
knowledge A
Body of enabling
knowledge B
Subskill
X
Learning Goal
Z
Lessons Needed:
2 4 3 9+ + =Assessments:Class
discussion
Q & A
Pencil and paper 10-item quiz
Whiteboard Activity
Pencil and paper Test
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A Chemistry LP
Definitions of e-,
orbitals, and
valence e-
e- config.
Chart
Using chart
to constr
uctconfig.
TSWBAT write the electron
config for any
element.Lessons Needed:
2 2 4 8+ + =
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A Literature LP
Definition and
design of an essay.
Writing
mechanics
Analysisof
original
essays
TSWBAT write a
first-class original essay
Lessons Needed:
2 4 4 10+ + =
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An Expanded Lit. LP
Definition and
design of an essay.
Analysis
TSWBAT write a
first-class original essay
Lessons Needed:2 2 4 12+ + =
Punctuation
Capitalization
Syntax/Diction
2 2+ +
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A Speech and Debate LP
Definitions of
necessary terms
and structur
e
Subtle
Infusion
TSWBAT Mitigate a Proactive Rebuttal
Lessons Needed:2 2 3 9+ + =
Analysis
Damage control
2+
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Trans-Formative Assessment:
A planned process in which teachers or students use
assessment-based evidence to adjust what they’re currently doing.
-W.J. Popham
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Classroom Formative
Assessments• All-student response
procedures
• Selected student response procedures
• Individual student response procedures.
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All-student response F. A.s:
1. Quizzes/Section Reviews2. Word maps/Mind maps/concept
maps3. Whiteboard Activities4. Index card Activities
5. Traffic Signal Technique6. Class polls
7. Thumbs up/thumbs down
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Selected-student response F. A.s:1. Item Sampling2. Human Bingo
3. Jesus Jeopardy4. Group presentations
5. Observations
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Few student response F. A.’s:
1. Key questioning (popsicle sticks)
2. Toss the Tomato
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Trans-Formative Assessment:
A planned process in which teachers or students use
assessment-based evidence to adjust what they’re currently doing.
-W.J. Popham
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Adjustment Triggers:1.Set a trigger for individual-student
performance2.Set a trigger for total-
group performance
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Once you’ve triggered adjustment, you
have two choices:1.More instruction2.Less instruction
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More Instruction:1.Different approach2.More time with the
same approach
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Give one, Get one• Have students write down three things they
learned today on separate index cards.
• They go around the room and share them with others and swap one with each new person.
• If it seems necessary, have them keep track of their original set on a sheet of paper and then
try to “get rid” of them for three new ones.
• They can mind map these, adding 4 more, as HW.
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