# data[].attributes.body
I have never worked with Social Studies before so I chose to work on a 3rd grade S.S. lesson

# data[].attributes.body
"Rubrics can improve student performance, as well as monitor it, by making teachers expectations clear and showing students how to meet these expectations."
-Understanding Rubrics, page 2, paragraph 5

Used as a checkpoint (self regulation)

# data[].attributes.body
1) how can I make my LO less activity based
2) Make my Degree specific

# data[].attributes.body
have 3 categories for the rubric, and be specific
-parents should be able to grade their child's project the same way you could
NOT ALL RUBRICS NEED TO BE SQUARES

# data[].attributes.body
- For the lowest category, would we include a zero or not?
- How can I use clear language so students can understand exactly what they are being asked for?
-should i make multiple rubrics?

# data[].attributes.body
I originally has a museum theme as a way to incorporate students using sources, but I scrapped the idea

Looking at the 3rd grade NY SS curriculum  I modified my assessment to have students create a "Travel Journal" based on a specific country

I DONT have to use all my learning objectives (i need to take some out now!)

# data[].attributes.body
How can i accommodate for students with special needs

# data[].attributes.body
- Translate LO into kid friendly language
- Take everything that's not a LO out (besides mechanics)
- make a rubric for the students (checklist) - see Maggie's as an example
- I can use "correctly" in my rubric :))
- definitely make a check list for students

# data[].attributes.body
- i need to be able to collect data somehow. record data (can be simple but needs to be recorded)
-need individual data for everyone

# data[].attributes.body
Non-paper tools:

Fingers

Cards

Whiteboards

Observation

Computer responses

Plickers

Socrative

(TAKE PIC FOR DATA)

Paper tools:

Do-nows

Exit tickets

Drawings

Surveys

Data Collection

class lists

checklists

written assignments

audio, image, or motion media capture

student surveys (both cognitive and affective)

student self-assessment or peer assessment

# data[].attributes.headline
"No single assessment can provide enough informationto understand how well instructional strategies areworking and whether students are learning." 

# data[].attributes.subject
"No single assessment can provide enough informationto understand how well instructional strategies areworking and whether students are learning." 

# data[].attributes.body
Promethean, page 11, paragraph 7

# data[].attributes.body
-Postcard

# data[].attributes.body
"With clear learning goals, students do not need to guess at what counts as a competent performance, and are better able to assess their own and their peers' progress toward goals."
-Looney (2013) Making it Happen: Formative Assessment and Educational Technologies (page 5, paragraph 2)

# data[].attributes.body
I'm having trouble relating my formative assessments to my LOs because my LO are so specific (ex: students must infer and write THREE sentences about it)

# data[].attributes.headline
its 2/13 but i think my objectives might be too specific. I may have to alter them

# data[].attributes.subject
its 2/13 but i think my objectives might be too specific. I may have to alter them

# data[].attributes.headline
"The common thread woven throughout formative assessment research, articles, and books repeating: it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the 'formative' label."

# data[].attributes.subject
"The common thread woven throughout formative assessment research, articles, and books repeating: it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the 'formative' label."

# data[].attributes.body
Formative Assessment and Assessment for Learning, What is Formative Assessment, pg 4-5

# data[].attributes.body
people hear positive feedback better than negative feedback (valence)

Have a respectful tone

# data[].attributes.body
- don't write over my student's writing
- diversify the feedback for each assignment (don't just say you're using excel)
- for exit ticket return the graded tickets and then put the most challenging problem up on the board and work through it
- How can I reach higher order thinking skills

Has your peer made any modifications or notes about how to collect and analyze data from students with a variety of special needs?

# data[].attributes.headline
Things to Keep in Mind (from class discussion)

# data[].attributes.subject
Things to Keep in Mind (from class discussion)

# data[].attributes.body
- use a checklist instead of excel
- feedback does not have to be written
- grading in formative? try not to. if you do make it VERY low stakes
- have them do a similar assignment or have conferences with students to check for understanding
- have a management plan for SWD (place in discussion if it's just a minor tweak) "I anticipate that I will have a few students unable to complete this assessment, so I will meet with these students to ensure that they do understand the concepts."
HOW ELSE CAN I ANALYZE DATA

clipboard (checks and minuses)

highlighting students names that are struggling

just check if they're really doing it

DON'T MAKE IT TOO COMPLICATED

# data[].attributes.body
am I really a year long plan now?

# data[].attributes.body
"Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions."

-Seven Keys to Effective Feedback by Grant Wiggins, page 2 paragraph 6.

"Effective feedback is concrete, specific, and useful; it provides actionable information. Thus, "Good job!" and "You did that wrong" and B+ are not feedback at all.

-Wiggins: 7 Keys to Effective Feedback, Educational Leadership. Paragraph 21, first under "Actionable"

# data[].attributes.body
“When students are responsible for deciding what to include in a portfolio, they are forced to examine their work from new perspectives.”

-Promoting Students' Reflections: Goal 3, pg 7, the box of text inserted into paragraph 1

# data[].attributes.body
-make mine less wordy (take out extra spacing)
-try to incorporate technology (interactive white board)
-maybe use a mnemonic device for performance
-create planning and reflection
-create worksheet for it (make venn diagram sheet)
-purpose of self regulation = make students better learners
- goal is for students to be able to become independent with self regulation strategies
-Incorporate 21st century skills (ex: critical thinking)
-poster scaffolding or strategy reminder on WS
-change 2 activities on how to praactice to how to remember it (poster and stuff)

# data[].attributes.headline
"Students can see their work not as a series of assignments that need to be handed in and marked, but as a process that is engaging, informative, thoughtful, negotiable, and self-affirming for all."

# data[].attributes.subject
"Students can see their work not as a series of assignments that need to be handed in and marked, but as a process that is engaging, informative, thoughtful, negotiable, and self-affirming for all."

# data[].attributes.body
-Best Practices for Student Portfolios, What is a Portfolio? Paragraph 2

# data[].attributes.headline
No single strategy will work for all students, and few strategies can be implemented fully during the first effort. 

# data[].attributes.subject
No single strategy will work for all students, and few strategies can be implemented fully during the first effort. 

# data[].attributes.body
Zimmerman Self-Regulated Learning,10,3.

# data[].attributes.body
- promoting HOTS
- self assessment
- engagement/motivation
-ownership
- look at strengths

# data[].attributes.body
- harder to be objective when grading if students include different assignments
- time consuming grading
- difficulties giving students proper feedback
- too much choice for students
- storage (online vs in classroom)
- learning preferences for every student may not match well with portfolios

# data[].attributes.body
- when do they get a chance to work on the portfolios
- do they meed LO, especially with choice?
- audience: who will it be shared with? (gallery walk)
-how do you know when it's complete?

# data[].attributes.body
-include student choice: ex: choose three pieces that best represent your writing style
- students have a TOC
-reflection (small on after each piece? 3 per year? guided reflection with checklist for younger students)
-

# data[].attributes.body
but I'm struggling on how to include my year long portfolio summative assessment into another portfolio. I'm meeting w/ vigil to talk this over Thursday

# data[].attributes.body
how is this best for me as a teacher, and how is it best for my students?

# data[].attributes.headline
Best work/assessment that would be worth the same as a test

# data[].attributes.subject
Best work/assessment that would be worth the same as a test

# data[].attributes.body
then put it together however you'd like CAAPS DO NOT HAVE TO BE IN ORDER

Draft
Materials associated with the draft (WS)
Discussion

make a TOC also

so 7 discussions total

# data[].attributes.body
Need TOC for portfolio and checklist

# data[].attributes.headline
In discussion talk about how students with disabilities are included

# data[].attributes.subject
In discussion talk about how students with disabilities are included

# data[].attributes.body
" The purpose of accommodations is to allow students with disabilities to demonstrate knowledge on assessment without interference from their disabilities, as their non-disabled peers are able to do, while not giving students with disabilities an unfair advantage."
(Large Scale Assessments: A teachers guide to making decisions about accommodations, page 1, Para 4.)

an accommodation is trying to take the barrier that is a student's disability away to give each student equal access to the curriculum

but DONT lower my expectations for students

DONT just make modifications available for ELL, ESL, or students with disabilities, these accommodations can aid ALL students ex: bulleted lists with simple vocab, slowing down my speech

Include 3 or 4 sentences "this ____ may be difficult for students part of the _____ population, but I have kept it in mind and will ____________"

# data[].attributes.headline
2-3 references to the sources per each discussion

# data[].attributes.subject
2-3 references to the sources per each discussion

# data[].attributes.body
use a theme