SDL #5

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SDL #5 by Mind Map: SDL #5

1. Assessment for, as, of

2. Assessment:

2.1. for

2.1.1. is designed to give teachers information to modify and differentiate teaching and learning activities teachers can use this information to streamline, target and differentiate instruction and resources, and to provide feedback to students to help them advance their learning. occurs before instruction begins so teachers can determine students’ readiness to learn new knowledge and skills,as well as obtain information about their interests and learning preference

2.2. as

2.2.1. helps students develop their ability to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. is used by students to provide feedback to other students ,monitor their own progress towards achieving their learning goals, make adjustments in their learning approaches,reflect on their learning,and set individual goals for learning occurs frequently and in an ongoing manner during instruction

2.3. of

2.3.1. is the assessment that becomes public and results in statements or symbols about how well students are learning is used to make judgements about the quality of student learning on the basis of established criteria, to assign a value to represent that quality,and to support the communication of information about achievement to students themselves, parents ,teachers, and others occurs at or near the end of a period of learning,and may be used to inform further instructio

3. Expectation: demonstrating an awareness and understanding of assessment for, as, and of learning

4. assessment for learning strategies

4.1. 1)Provide students with a clear and understandable vision of the learning target

4.2. 2)Use examples and models of strong and weak work.

4.3. 3)Offer regular descriptive feedback

4.4. 4) Teach students to self-assess and set goals.

4.5. 5)Design lessons to focus on one learning target or aspect of quality at a time

4.6. 6)Teach students focused revision.

4.7. 7)Engage students in self-reflection and let them keep track of and share their learning

5. Assessment as learning strategies

5.1. Reflection Strategies

5.1.1. learning logs

5.1.2. 60 seconds think

5.1.3. concept circle

5.2. developing learning goals

5.2.1. specific learning goals

5.2.2. generic learning goals

5.3. metacognitive Questions

5.3.1. metacognitive questions are about being aware of what needs to be done and what options and choices are available to do it self-evaluating progress and taking steps to change direction if necessary. (Wilson 2000)• self-evaluating progress and taking steps to change direction if necessary. (Wilson 2000) self-monitoring (or regulating) thoughts and actions to keep focused on the goals and the best pathway to achieve them

5.4. self assessment

5.4.1. rubrics

5.4.2. checklists

5.4.3. graphic organisers

6. Assessment of learning