Class+5

toc =Stage 2 Assessment=

**Sharing of Blogs**

 * Team 1** - Chapters 1, 2 DI/UbD and Chapters 1, 2 MI

Stage 1 **Checklist**
Peer Review your Stage 1 using the checklist and provide feedback to a seasonal partner. [| Checklist Stage 1.pdf]

Chapter 5 DI/UbD and Chapters 1, 2, and 3 FIAE.

=**Overview of Stage 2**=


 * “Determine Acceptable Evidence”** This stage considers **evidence of learning**. How will we know if students have achieved the desired results and met the content standard? How will we know that students really understand the identified big ideas? What will we accepts as evidence of proficiency? **“Thinking like an Assessor”** The backward design suggest we think in terms of **collecting assessment evidence** to document and validate that the desired results from Stage 1 have been meet.

Use (Explain, Interpret, Apply, Empathy, Perspective and Self-Knowledge) for developing assessments. When we truly understand, we • Can **Explain** via generalizations or principles: provide justified and systematic accounts of phenomena, facts, make insightful connections and provide illuminating examples or illustrations. • Can **Interpret**: tell meaning full stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models. • Can **Apply**: effectively use and adopt what we know in diverse and real contexts--we can "do" the subject. • Have **Perspective**: see and hear points of view through critical eyes and ears; see the picture. • Display **Empathy**: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. • Have **Self-Knowledge**: show metacognitive awareness perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; be aware of what we do not understand; reflect on the meaning of learning and experience.
 * Determine the evidence of learning (artifact) for each facets.** [[image:http://edu221fall07.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://edu221fall07.wikispaces.com/space/showimage/Facets+Assessment+Ideas.pdf"]] [| Facets Assessment Ideas.pdf]

Video
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[|Pay Attention Video]

Classroom Assessments

Ongoing assessments provide information to guide teaching and learning for improving learning and performance. Formative assessment include both formal and informal methods. **Feedback** is an important and critical component when ultilizing assessment for learning.
 * Examples:** Quiz, oral questioning, observation, debates, discussions, draft work, dress rehearsal, portfolio review, dialogue checklist, reflections, journals, blogs.

Pre-Assessment (Diagnostic)
Assessment that precedes instruction, checks students' prior knowledge and identifies misconceptions, interest and learning style preferences. Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction.
 * Examples:** Pretest, Pre and Post student survey, skills check, K-W-L (What I **K**now - What I **W**ant To Learn - What I Have **L**earned)

Self-Assessment and Reflection
See examples of Assessment for Learning.

__Assessment of Learning__ (Summative)
Culminating assessment are conducted at the end of a unit, course, or grade level to determine the degree of mastery or proficiency according to identified achievement. Summative assessments are evaluative in nature, generally resulting in a score or a grade. **Examples:** Test, performance task, final exam, culminating project or performance, prompts, work portfolio, wiki, podcast, digital stories.

Authentic Assessment (Performance)
Authentic assessment is composed of Performance Tasks designed to simulate real life challenges. The heart of authentic assessment is realistic performance-based testing – asking students to use knowledge in real-world ways, with genuine purpose, audiences and **GRASPS** elements to design a performance task. **GRASPS** - **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard.

//**GRASPS** A Real-World **Goal**// //A Meaningful **Role** for the Students Authentic (or simulated) Real-World **Audience** Student-Generated Culmination **Products** and **Performances** Consensus-Driven Performance **Standards** (Criteria) for Judging Success// [| GRASPS.pdf]
 * Situation** that Involves Real-World Application

**Other Evidence**
See examples of Assessment of Learning.

=Resources=

= = = = = = = = [|Web Resources]