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Presentation on Formative Assessment Practices

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Conceptual Understanding as Transition Points

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Generating Micro Concepts from Topics: An Interdisciplinary IB Theatre Unit (With Visual Art & TOK)

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Generating Micro Concepts from Topics: An Interdisciplinary IB Theatre Unit (With Visual Art & TOK)

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8 Weeks
Macro Concept: Design
Micro Concepts:
texture
colour
mood
atmosphere
light

Generalizations : The degree to which various design elements combine to create a specific mood or atmosphere impacts the audience experience of a moment of theatre.

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Thought this might help .

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7. Developing the concept-based student Erickson_Chapter_6

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5. Concepts as better transition points 

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formative assessment    -ideas to check prior learning

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formative assessment    -ideas to check prior learning

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1) brainstorming
2) checklist to discern student knowledge
3) questionnaire that lists key areas of the unit to help plan the  strategies for the next class
4) student talk to each other- they learn to positively feedback
4)flip classroom

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Hot seating
freezed frame
Concept map
Role play
Speed dating
JAM
thumbs up and thumbs down
problem solving
exit cards
Ten things you know
Graphic organizer
one sentence

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1) Fullan Dip
2) Connect-Extend-Challenge
3) Roleplay Performance
4) Visual Representations (art, photography, making infographics etc.)
5) Flow Chart
6) Research and data collection
7) Treasure Hunt
8) Journaling
9) Patchwork Thinking
10) Journey Stick Thinking

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1. Entry & Exit tickets
2. Peer assessments
3. Self Assessment
4. Quiz
5. Questionnaire
6. Open ended questions
7. Reflections
8. Flip learning
9. Think & Share
10. Case studies
11. Chalk board splash
12. Colour coded cards
13. Mind Maps
14. Projects
15. Role Play

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1) Differentiated worksheets- Must Do, Should Do, Can Do
2) Bono's 6 Thinking Hats
for Group Discussion
3) Peer Assessment- Rubric-based marking of each other's scripts
4) Student Reflection Activities- Connect, Extend, Challenge
5) Student Powerpoint Presentations
6) Class Debates
7) Flipped Classroom- Students lead the class from start to finish, teacher is a student
8) Hot-Seating- To create characters/ check understanding of characters/ ideas/concepts
9) Dumb Charades/ Frozen Images- Students enact or physically depict a snapshot of an idea/ concept/ story.
10)

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Mind maps
flash cards
games
role play
google docs/social media
Socratic seminar
four corners
trimind
fullan's dip
Bell curve
exit slip
parking lots
tool box
Master chef
fussing with definitions
speed dating

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1. discussions & debates
2. show & share
3. Project work
4. Oral questioning / quizzes
5. Circle time
6. Illustration/diagrams.
7. Enactment/dramatisation
8. Games & activities
9. Aural comprehension
10. Questionnaire/Survey
to arrive at appropriate data. (e.g choice of junk food)
11. Interview (interviewing grand parents to find out the different aspects of celebrating festivals)

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Show of hands
Post it (Post lesson feedback by students, in order for the teacher to understand queries)
Mind Mapping
Fullan Dip
Concept Wheel
Frayer model
KWHL (What do I know?, What I want to know?, How did I learn?, How will I learn more?)
Exit Cards
Traffic Lights
Thumbs up/down
Whiteboards
I used to think, now I think

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1. MCQs - if they are used formatively. For example a set of tricky "Understanding questions" after a topic
2. Quiz: To assess what kids remember at the start of the revision week
3. Short individual presentations on a problematic aspect of a topic - something that they can do on their own because they have enough information, but something that has not been addressed explicitly in class
4. Oxford debate: 2 groups + a group of observers. Observers change their position in the class depending on which of the perspectives they agree with more
5. Discussions (with a rubric focused on communication skills)
6. Reflections (with clear feedback regarding metacognitive skills)
7. Project (over several lessons with an assessment rubric)
8. Investigation of a inquiry question online
9. Role-play (with a rubric for teamwork)
10. Test - feedback - retest (seeing how effectively the child can incorporate feedback)
11. Fullan dip to gauge student's feelings midway through a group project, leading to a discussion on how to better allocate roles in the group
12. Thinking routines (think-pair-share, connect-extend-challenge, headlines, i used to think - now i think, etc.)
13. Peer assessment of an essay - qualitative feedback on how the essay can improve
14. Exit slip: Three things I learned today
15. End-of-lesson (or end-of-topic) student survey: "Which aspects of the topic did you find particularly difficult?"

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No

No

No

No

Formative assessments

Formative assessments

Not sure

Not sure

i would want to look at the various ways formative assessments could be used in my subject areas.

N.A.

Tools to form formative assessments and also guiding statements in unit planning.

The relationship between assessment, the curriculum and teaching methods.

Clarity of understanding and implementation with these.

Subject linkage with TOK.

Formative assessment for Art .

The different kinds of formative assessments.

Techniques of Formative Assessment

Statements of inquiry and structures of knowledge and Process

Rubric based formative assessments

In terms of assessment strategies I wish to see varied creative assessment strategies as well as rubric based assessments parameters across K-12

Not as such

How to create formative assessments and make rubrics for the respective assessments.

How to effectively use formstive assessment as a tool for teaching?

Good amount of guiding questions will enable us to prepare a fair report of a student.

Guiding questions are covered in detail to help assess and be fair while creating a report.

Planning creative and meaningful Formative assessments in both the subjects.

No.

Would like to know more about rubric based assessment

more ideas for formative assessments

All of above is good

More input on how formative assessment can be used to meet the diverse needs of the classroom.

Collaboration system between the special needs department and whole school to develop and implement effective concept based learning.

use of technology in formative asessment

creating creative formative assessments using DI

Regular teaching

formative assessments for DP

Formative assessing of critical thinking skills.

Ways to scaffold learning in a concept-based curriculum model

All about the workshop not specific.

using concept based learning to streamline my lessons and activities

Tailor made concept based teaching and learning (in gradual simplistic approach for individual needs)

how does one use guiding questions to make a unit plan.

Differentiation in Summative and Formative Assessment

Throw more light on Structures of Knowledge and Process

Examples related to Chemistry topics

Subject specific examples and ways to develop unit plan.

the science behind concept-based teaching and formative assessment (if it is even possible!). For example, some pointers to research / influential theories worth checking out, etc.

How can concept based curriculum fit into macro teaching to bring about a holistic development?

I can't think of any, since I'm quite new to the whole idea.

Assessment for differentiated learning

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This workshop will be a success for me if...

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This workshop will be a success for me if...

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s a teacher I am looking at making teaching in my subject area to get more effective through formative assessments.

It explains the difference between experimental and conceptual based learning.

I am able to clearly understand concept based learning and thus frame formative assessments that help assess the same.

I am able to understand concept curriculum and am able to form formative assessments to assess the same.

I get clarity as to how to develop assessment criteria for conducting formative assessment in the classroom.

I gain greater insight on concept based learning and its implementation in class

I am able to design better statements of conceptual understanding and formative assessments.

if there is ideation on types of formative assessments both teacher marked self assessed and peer assessed. use of technology gainfully to encourage enquiry and creativity. How to balance concept based learning with respect to Global politics as this is a new subject i am teaching and concepts in this area of knowledge is still evolving

I could create Lesson plans for IGCSE & IB art around concept based learning covering all requirements of the syllabus.

I am able to use various types of formative assessments for my lessons as well as guide teachers on the usage of appropriate formative assessment.

I can implement it effectively in my classroom teaching.

the above queries are answered.

I can become comfortable with concept based learning and crafting generalisations.

I can effectively use formative assessments to give continual feedback to my students.

Understand and apply Concept based inquiry within and across the subject domains; also helps me to see the fine nuances of the Concept based approach through interdisciplinary and multi-disciplinary lenses

I am able to use appropriately guiding questions while making unit plan

I am able to incorporate the idea of concept based teaching in many of the topics that I am currently teaching.

Concept based teaching and formative assessment is clear

it explains in simpler way by guiding to the point.

Guiding questions are explained in a simpler way

I am able to learn the modern practices of Formative Assessments used globally.

I can get more information/knowledge about formative assessment. Anything new.

I implement in Teaching and learning

I'm able to help students think critically keeping the bigger picture in mind and not make content their focus.

I get a clearer picture on rubrics( key words) for formative assessments and how differentiation can be addressed through formative assessments

i get a better understanding of concept based learning using formative assessments as a tool of learning

I learn different types of formative assessments.

I can use my learning from the workshop in planning and implementing my lesson while working with the students in the classroom setting.

I can implement the ideas while guiding my team in planning child-specific goals.

I would learn the practices to incorporate it in lessons teaching ICSE curriculum

I can use guiding questions and formative assessments creatively

I can used this method in my subject.

I have strategies that i can take to my class .

I can find innovative methods of implementation and conceptual clarity.

I can craft more relevant, scaffolded, differentiated lesson plans that work towards better concept-based learning

I can teach and use everything what I would learn in the worrkshop.

I can implement it in my classes

i can add more/better understanding of concept based teaching to my current practice.

it can make clear how to use the guiding questions while making a unit plan and also introduce some innovative techniques of conducting a concept based formative assessment.

. . . examples are drawn from Biology or any group 4 subject.

I can better understand how to structure formative assessments in my subject.

New ideas on conducting Formative Assessment are shared

I am able to completely shift to the concept based teaching.

I can incorporate concept based teaching and learning practices in my everyday classroom teaching.

I can use the skills I will learn in the workshop to find common application in my teaching

the bits and pieces I know about concept-based learning and formative assessment become integrated into a more holistic structure

I can incorporate the various inputs into my classroom teaching and planning.

I have a better understanding of what concept-based teaching is and I can implement it in my classroom.

I have a clear understanding of Concept - Based Learning

I can use formative assessment more critically for the development my students.