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Georgia Learns Moodle H5P
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jblose lhardman H5P
General
Course 1
Course 2 Module 1
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Topic 32
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jblose lhardman H5P
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Assessment & Accountability
jblose lhardman H5P
Course 12 Module 3
Essential Features of High-Quality Summative Classroom Assessments
Essential Features of High-Quality Summative Classroom Assessments
◄ Why Focus on Summative Classroom Assessments?
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Announcements
Word Game Image
What is Assessment?
Stakeholder Questions
Why do we have educational assessments?
Perspectives on the Nature of Knowing and Learning
Models of Learning
Assessment Purposes
Purposes and Types of Assessment
Use Cases for Predictive Purposes
Use Cases for Diagnostic Purposes
Use Cases for Instructional Purposes
Use Cases for Evaluative Purposes
Module 1 Self-Check
Module 2 Self-Check Quiz
Two Main Types of Classroom Assessment Processes
Embedded Formative Assessment Strategies
Students as Owners of their own Learning - View in full page.
Module 1 Self-Check
Embedded Formative Assessment Strategies
Embedded Formative Assessment Strategies
Learning Goals Video Example 1: Reflection
Learning Goals Video Example 2: Reflection
Learning Goals - Key Takeaways
Success Criteria Video Example 1: Reflection
Success Criteria Video Example 2: Reflection
Success Criteria - Key Takeaways
Module 2 Self-Check
What would you need to ask students to do in order to use this item for pre-assessment purposes?
Module 1 Self-Check
Strategic Questions
Eliciting Evidence
Module 2 Self-Check
Flexible Grouping Characteristics
Module 3 Self-Check
When teachers engage in using evidence from formative assessments to differentiate instruction then they should adhere to the following principles:
Fundamental Principles of Effective and Usable Formative Feedback
Content of Formative Feedback
Module 1 Self-Check
A couple broad self-assessment strategies include:
Self-Assessment Strategies
Peer Feedback
Peer Feedback Script
Module 2 Self-Check
Learning Intentions & Success Criteria: What Might a Teacher Do?
Evidence of Student Learning: What Might a Teacher Do?
Feedback that Moves Learning Forward: What Might a Teacher Do?
Promoting Metacognition: What Might a Teacher Do?
Module 1 Self-Check
Warm-Up
Module 2 Self-Check
Selecting Formative Assessments
Module 3 Self-Check
Students as Owners of Their Own Learning
Module 4 Self-Check
Essential Features of High-Quality Summative Classroom Assessments
Fairness & Accessibility: Universal Design
Module 1 Self-Check
Multiple Choice
True-False/Alternative Responses
Matching Items
Advantages & Limitations of Item Types
Module 2 Self-Check
Module 3 Self-Check
Relevance
Autonomy
Module 1 Self-Check
Why performance3 assessments?
What are Performance Assessments?
Performance Assessment Design
Performance Assessment Evidence
Cognitive Complexity
Teacher Directions & Student Instructions
Module 3 Warm-Up
Cog Lab Video
Module 3 Self-Check
Module 1 Self-Check
How do you score and calibrate scores for performance assessments?
Improving Scoring Quality
Module 2 Self-Check
Our formative feedback - content alignment
Our formative feedback - cognitive complexity
Our formative feedback - cultural responsiveness
Our formative feedback - fairness
Module 2 Self-Check
Discussion Probes
Rubric Feedback
Primer on Standardized Test Design
Matching Use with Design
Standardized Test Design
Interpreting Common and Benchmark Interims
Module 2 Self-Check
Setting the Record Straight
Grain Size of Information
Needs Assessment
Interpretation Considerations
Module 11 Self-Check
What Makes an Assessment System Balanced?
Module 1 Self-Check
Module 2 Self-Check
Why Focus on Summative Classroom Assessments?
Module 3 Self-Check
Who Needs What Information?
Module 1 Self-Check
Module 3 Self-Check ►