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      <title>My dazzling padlet by Victoria Nedko</title>
      <link>https://padlet.com/v_nedko/su46uf1b9dfz</link>
      <description>Made with ♥</description>
      <language>en-us</language>
      <pubDate>2017-02-16 09:12:35 UTC</pubDate>
      <lastBuildDate>2017-02-16 09:30:50 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <url></url>
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         <title>Summative Assesment:</title>
         <author>v_nedko</author>
         <link>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247453</link>
         <description><![CDATA[<div>1) usually completed at the end of&nbsp; a unit<br>2) usually used for teachers to retrieve some marks for report cards or other types of summative assessments&nbsp;<br>3) can be varied/differentiated to meet all students' individual needs<br>4) can also be used to inform students progress/next steps</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-16 09:13:34 UTC</pubDate>
         <guid>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247453</guid>
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         <title>Formative Assessment:</title>
         <author>v_nedko</author>
         <link>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247556</link>
         <description><![CDATA[<div>1) the most important type of assessment<br>2) should be used in an ongoing/continuous/consistent manner<br>3) it allows for the teacher to observe student progress and to see how much learning has occurred <br>4) it also informs the teacher of his/her own personal teaching and whether or not it is effective enough for that particular student<br>5)it allows for the teacher to modify his/her own teaching in order to best suit the needs of the students<br>6) this type of assessment should be extremely varied and can occur though oral feedback, written feedback, conferences, quizes, tests, anecdotal notes, meetings, visual representations etc <br>7) it is very meaningful if given <strong>while students</strong> are working/completing assessment -it must not be given at the end of a task-that is how students will be able to improve</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-16 09:14:11 UTC</pubDate>
         <guid>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247556</guid>
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         <title>Diagnostic Asssessment:</title>
         <author>v_nedko</author>
         <link>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247601</link>
         <description><![CDATA[<div>1) can be completed at the beginning of every unit<br>2) allows both the teacher and student to see where the students are located in their learning<br>3) can be varied to better suits all students' individual needs<br>4) allows for the teacher to plan his/her big ideas</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-16 09:14:31 UTC</pubDate>
         <guid>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247601</guid>
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      <item>
         <title>Newly added information from readings:</title>
         <author>v_nedko</author>
         <link>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247619</link>
         <description><![CDATA[<div>I read in "PYP: A basis for practice," that&nbsp; <strong><em>"In its approach to assessment, the PYP recognizes the importance of assessing the actual process of inquiry as well as the result of inquiry, and aims to integrate and support both. </em></strong>&nbsp;I love the way this was worded. The process of inquiry is just as important to assess as the result of inquiry. I find that my evaluating the process and providing sufficient feedback, the end result will usually be much stronger.<br><br>From the same source, I also read that the year 5 teachers and students made an attempt to really get the rest of the school involved in their end of year PYP exhibition. I love this idea as well because I believe that t his too will help them to create a more interesting exhibition. They can use the feedback from the other students to improve their own final exhibition.<br><br>From "Making the PYP Happen" I really enjoyed the following phrase: <strong><em>"Additionally, the PYP stresses the importance of both student and teacher self assessment and reflection." </em></strong>&nbsp;I know that teachers are self assessing their own practice subconsciously, but I think it would be beneficial for them to do it on a more formal level. They could speak with other educators, or write down their thoughts on their own practice.<br><br>It talks about the importance of assessing ( how we discover what the students know and have learned ), recording ( how we choose to collect and analyse data), and reporting ( how we choose to communicate information ). I think it is important to frequently reflect about these three ways of assessment .&nbsp;<br><br>It talks about both summative and formative assessments, but gives excellent strategies to ensure that we are providing effective summative and formative assessments. For example for the teacher, an effective assessment will&nbsp; take into account a variety of learning styles and multiple intelligences .<br><br>Finally, I really enjoyed the checklist provided for the assessment strategies and tools. It's a quick and efficient way for the teacher to verify his/her tasks and ensure they are as "effective" as possible. The explanations of each strategy provide for excellent and clear ideas. I find this part of assessment to be very valuable!</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-16 09:14:39 UTC</pubDate>
         <guid>https://padlet.com/v_nedko/su46uf1b9dfz/wish/154247619</guid>
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