Assessment Methods to Inform Program Planning and Support Student Learning

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Assessment Methods to Inform Program Planning and Support Student Learning by Mind Map: Assessment Methods to Inform Program Planning and Support Student Learning

1. Resources

1.1. http://www.oafccd.com/documents/educationforall.pdf

1.2. Dr. Janette M. Hughes - Assessing Reading

1.3. Teacher Assessment of Student Needs | Teach Special Education

1.4. http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

1.5. http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

1.6. https://ccsso.org/sites/default/files/2017-12/Formative_Assessment_for_Students_with_Disabilities.pdf

1.7. No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities

2. Continuous Cyclical Process

2.1. -classroom teacher

2.2. -by in-school support team

2.3. -by out-of-school support team

2.4. -on-going monitoring

2.5. -responsive intervention

3. Purpose of Assessment

3.1. -appropriate assessment tools

3.1.1. -for

3.1.2. -as

3.1.3. -of

3.1.4. -common understanding of learning goals

3.1.5. common understanding of success criteria

3.2. -diagnostic

3.2.1. -baseline

3.2.2. -to create a learning profile

3.2.3. -in order to provide targeted, effective instruction

3.2.4. -to plan differentiated and personlized instruction

3.3. -formative

3.3.1. -various types

3.3.2. -feedback

3.3.2.1. -timely

3.3.2.2. -descriptive

3.3.2.3. -linked to learning goals

3.3.2.4. -multiple opportunities

3.3.2.5. -provide opportunities for follow-up

3.3.2.6. -developing self-assessment skills

3.3.3. -to confirm instructional practices

3.3.4. -to perform gap analysis

3.3.5. -reflect

3.3.6. -to plan for future instruction

3.4. -summative

3.4.1. -fair

3.4.2. -accurate

3.4.3. -assess only curriciluar elements covered

3.4.4. -informs planning for future instructional segments

4. Assessment Strategies

4.1. -observation

4.2. -provide a variety of ways to demonstrate learning

4.3. -whole and small group conversations

4.4. -asking strategic questions that make student learning visible

4.4.1. -range from lower order to higher order

4.4.2. -closed and open

4.4.3. -think time

4.5. -conferences

4.6. -use techniques where all students can respond

4.6.1. -electronic systems

4.6.2. -thumbs up

4.6.3. -whole hand voting systems

4.7. -self reflections

4.7.1. -journals

4.7.2. -learning logs

4.7.3. -sentence frames

4.7.4. -using sticky notes to annotate work

4.8. Pedagogical Documentation

4.9. -presentations

4.10. -portfolios

5. Student Involvement

5.1. -where is the learner now?

5.2. -where is the learner going?

5.3. -how is the learner going to get there?

6. Assessment Accommodations

6.1. -do not alter expectations

6.2. -based on learning strengths and needs

6.3. -presentation accommodations

6.3.1. Large Print Magnification Devices Text-to-Speech Assistive Technology Audio Tapes Screen Reader Talking Materials

6.4. -response accommodations

6.4.1. Scribe Text-to Speech Assistive Technology Respond on Test Booklet Spelling and Grammar devices Graphic Organizers

6.5. -time and scheduling accomodations

6.5.1. Extended time Frequent Breaks Multiple testing sessions

6.6. -environmental accommodations

6.6.1. Change of room or location Earphone or headphones Study carrels