• Marzano causal teacher evaluation model and iObservation® tool What does the school district need to know? • Why use the Marzano causal teacher evaluation model and iObservation® tool? • Does the model effectively train teachers? • How does Marzano causal teacher evaluation model and iObservation® tool work? • Objectives and over all goals Learning: Participants will understand why Marzano is effective based on researched best practices Stakeholder will: 1. Understand the growth and development of teachers 2. Realize that the Marzano causal teacher evaluation model and iObservation® tool is part of everyday practice Tracking student progress 1. Step by step, apply techniques to lessons • What is the relationship between effective teaching …show more content…
• Review all the elements in each domain. • Complete practical and objective goals. Self-Assessment Quick and Easy evaluation of any lesson . There are 41 elements that require: Raise one, two, three, or four fingers. 2. I understand the lesson I am almost comfortable with the lesson. 3. I need help with parts of the lesson. 4. I have no clue about the lesson. • What will I do to establish and communicate learning goals, track student progress & celebrate success? • Provide rubrics of learning objectives • Celebrating success Are these elements part of your daily practice as a classroom teacher/specialist? • Design Question 1 Tracking student progress is element one The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. • Example of tracking student progress during an observation • Scale of rating oneself in tracking student progress • Marzano Suggested Classroom Observations • Long & Short Form Observations Long Form Observations: • Full class
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
Teachers use formative assessments in the classroom to help determine when and how to modify adapt lessons to better serve students. Some examples of formative assessments are questioning, discussions, exit/admit tickets, bell ringers, homework, and quizzes. Formative assessments can be graded, but they are typically ungraded and do not effect a student’s grade. When ungraded they are for the sole purpose of monitoring student progress. It is important to be able to determine whether or not students understand a concept. Do you need to back up, try a different approach, or is it time to move on? Formative assessments
6.1 – The teacher candidate understands multiple methods of assessment including formative and summative assessment strategies to assess the learner’s progress and how to use them in a variety of ways
A key characteristic is that the assessment information used by both teacher and pupils to modify their work in order to make it more effective”. In a similar vein, Tunstall and Gipps (1996) wrote “formative assessment means teachers using their judgments of children knowledge or understanding to feedback into the teaching process and to determine for individual children whether to re-explain the task/concept, to give further practice on it or move on the next stage”. (cited in Harry Torrance and John Pryor, 1998, p389). In addition, Black & Wiliam (1998) adopted a more restrictive definition by limiting the term to assessment conducted while learning was taking place. They defined formative assessment as a concept that teachers use information from activities to determine the next steps in learning and teaching. In their viewpoints, the information from a formative assessment actually is used to adjust instruction ‘to meet students’ needs”. In other words, these adjustments were not only to be made in the instruction but they needed to work. Likewise, Brown (2004) also stated this point in his definition. He defines formative assessment as “evaluating students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue that growth process”, (p
Effective classroom teachers use a variety of assessment instruments on a daily basis to determine student progress. Assessing the students is the easy part and can be ongoing or at specific times during the year. After any assessment is given, it is vital for the teachers to analyze the results of the assessment. Finally, teachers much continually monitor student progress in order to ensure student success. The assessing, analyzing, and monitoring requires planning on the teacher’s part. If teachers fail to plan, they plan to fail; this is the result in many classrooms today because teachers access their students and then do not analyze the data in order to monitor and document students’ learning.
This is the range of data and information collected based on the child’s social, emotional, cognitive, and physical development. This strategy allows for the teacher to understand what the students know as well as see where adjustments in their instruction may be needed. There are multiple different ways to collect this information, for example: having consequential unit goals and essential questions, writing prompts, presentations and portfolios, and student ownership, which leads to the next type of assessment being discussed. Self- assessment is an alternative type of evaluation which should be considered over constant testing. “Student self-assessment serves cognitive purposes, then, but it also promises to increase students’ responsibility for their own learning and to make the relationship between teachers and student more collaborative,” (Shepard, 2000). By doing this, students are able to feel in charge of their own learning and do not feel completely ruled by their teacher. This also shows the teacher what individual students feel the most comfortable doing and will then open the door to helping those students in areas where they feel they are not as strong. For example, allowing students the ability to choose between a paper or a presentation would should the teacher, who feels comfortable with their writing and who feels comfortable with their speaking. Those
Overall, some of the objectives proposed may not be very specific, but they can be assessed and co-assessed with different tools like rubrics or writing reports. Thus, this learning tools can help students to analyse different aspects of their daily school life.
...ll ones which we had discussed during the class, with the correct definition. This enables the teacher to gauge the understanding of the pupils learning and receive immediate feedback on misinterpretations that can be addressed in the next session. It is believed that continuous implementation of this technique will enable pupils to ask better and more challenging questions that in turn will allow them to explore the subject are in more depth. Another advantage of the immediate feedback is that teachers will observe the different levels of each individual pupil and can tailor the next lesson or sequence of lessons to suit pupils at different stages of learning. Similar to self- and peer-assessment, pupils had no experience of this formative assessment technique and their opinions on its effectiveness to their learning were recorded on a questionnaire (appendix 3).
The two main purposes of assessment discussed in this article are for helping learning and for summarizing learning. Assessment has always been a part of the education system and involves various tasks, tests and examinations for the development of the learner and the teacher. Often an assessment measures what has been learned, remembered, understood and applied (Sieborger & Macintosh, 1998). Assessment also provides a platform for evaluation and feedback to take place. The primary purpose of an assessment is not only to measure what the learners have learned but rather as an indication of where they can improve and achieve more. An assessment is also in place to motivate learners to improve.
...10). Formative feedback: Involving students as partners in assessment to enhance learning. College Teaching, 58(4), 136-140. Retrieved from
Goal setting feedback is more effective than the outcome feedback which simply tells students where they have gone wrong (Earley, as cited by Hattie, J., & Timperley, H. 2007). Feedback should focus on student success and achievement of long term goals aimed towards the development of pupil’s thinking and approach. Feedback plays a vital role in enhancing pupil’s achievements. It mainly focuses on improvement suggestions and closing the gap between current and desired
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.
By using several assessments and record keeping tools, teachers can make better evaluations of individual student progress. An important purpose achieved, teachers are able to communicate with parents about the progress their children are making and show authentic evidence of student work to prove what their saying. The records of assessment that are maintained are valuable information for teachers to use when working with students throughout the year and helping them achieve their learning
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.