Class Notes (1,100,000)
CA (630,000)
U of A (10,000)
EDPY (40)
Lecture 1

EDPY303 Lecture Notes - Lecture 1: Concision, Multiple Choice, Test Plan


Department
Education - Psychology
Course Code
EDPY303
Professor
Timothy Coates
Lecture
1

This preview shows pages 1-3. to view the full 10 pages of the document.
Lecture One: January 10th, 2017
The goals of classroom assessment are to:
- Improve student learning
- Improve instruction and planning
- Measure and evaluate student achievement
- Provide information for student placement
- Offer valid and reliable measurement
- Communicate results in a way that is understandable and meaningful
- Assess the effectiveness of school programming
What influences the decisions teachers make regarding assessment practices?
- Their assessment experiences as a student
- Their training in assessment practices
- The nature of the POS
- The assessment practices of their peers
- Time constraints
- Pressure from school administration
Your Impact as a teacher
- Teachers are asked to make decisions that greatly impact students
- Teachers are to be skilled in
- Choosing, developing, administering, scoring and interpreting assessments
- Communicating assessment results
Your Responsibilities
- Teaching Quality Standard: Alberta Education
Challenges for New Teachers
- Identifying what is important to learn about assessment
- Making sense of the language of assessment
- Challenging personal preferences
- Understanding the standards inherent in POS outcomes
- Identifying the fairest way to assess each student
- Communicating assessment results to students and parents
New Curriculum
- Focus on competencies not just straight knowledge
- Everything builds. Facts support concepts, Concepts support understandings. These build skills
and understandings
What should we assess?
- Facts should not just be assessed all the time
- Mix of facts, understandings, concepts.
What knowledge do we need?
- Purposeful knowledge. Need purposeful knowledge retention.
- Can be a big concept or little concept.
What’s the Big Idea?
- Some Essentials:
- Possess a Knowledge Base
find more resources at oneclass.com
find more resources at oneclass.com

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

- Make Connections
- Appreciate Perspectives
- Understand the Big Ideas
- Assessment must have fidelity
January 12, 2017: Formative Assessment
Review: Correct Answers
1) Regularly evaluate students and periodically…
2) Rank students based on performance
3) When assessing students on what they have learned, a teacher's ensures that assessments are
appropriate measures
4) Have some degree of success without teacher support
Dylan William
- Most popular book is Embedded Formative Assessment
- In this brief video he discusses benefits of formative assessment
- Pilot flew like teachers assess. Teach students material, at the end we ask if they have learned it
or not. If they haven’t we say oh well and move on to the next unit.
Charting the Journey
- Teacher provides things to the student to keep them on track. Keeps them from the hazards. There
will be hard spots, but there will be other parts where there be other parts that are heaven.
Collaborative work helps as well. Be careful if there are too many checks. Balance the amount of
feedback.
- If we can show students where we are going in a graphic way, it is helpful for students. Beware of
the hazards along the way.
- Teacher has to know if the students are on track or not. Constantly the teacher must assess.
Students should be self assessing and self reflecting.
For VS. Of
Assessment FOR
- Focused on Formative
- Provides feedback to students to support learning
- Provides feedback to teachers to inform instruction
- Continuous stream of information to student & teacher about where students are at
Assessment OF
- Focused on summative
- Measurement of student learning but can provide feedback.. MORE
find more resources at oneclass.com
find more resources at oneclass.com

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Rick Stiggins: Specific Actions to Improve Assessment
Video
- Key Student Questions
- Can I learn this or Not?
- Is the education worth the investment?
- Is trying worth the risk that I might fail?
- If students ask these questions to themselves and make bad decisions, teachers can not come into
play to help them. Students make decisions which make them give up on themselves. Teachers
must keep their students helpful by giving continuous descriptive feedback. Communication that
supports learning focuses on students work, shows how to do better next time, and is understood
by the user and has an appropriate level of detail. Students need feedback on how to do better
next time.
Seven Specific Actions to improve Assessment
1) Balance Assessment Systems: At a classroom level, we need to give the student the opportunity
to grow
2) Refine Standards: Help the students understand what the standards are. Language the student can
understand
3) Assure Assessment Quality: Need good measurements
4) Turn Learners into Assessors: Students provide feedback to others and self reflect. They need to
be able to make judgements about themselves about where they are.
5) Use feedback to support learning: Why are students at the grade point they are
6) Build Learner Confidence: When students no longer believe they can do it, they will not learn
7) Develop Assessment Literacy [of Teachers]: People need to be given the opportunities to learn as
teachers
find more resources at oneclass.com
find more resources at oneclass.com
You're Reading a Preview

Unlock to view full version