Assessment and Evaluation
Bloom’ s Taxonomy
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Hierarchical design of educational objectives based on complexity and specificity
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All levels are valuable and necessary for effective teaching
USB
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Use bloom’s verbs
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Use revised Bloom’s list
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If they are not used, it is not specific enough
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Spin the movie rell
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Picture what the students are doing and thinking
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It is very difficult to see understanding or appreciation, so use a better verb that clearly states what the students will be doing
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Example: I can interview a partner about their feelings. Students will then summarize their partners' experience in three sentences.
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Be Specific
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Have specific examples of what students should be doing and what their product should look like
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Use explicit instruction
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Assessment
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Formative Vs Summative
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Routine for Daily Formative Assessment
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Read and hear students read everyday
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Do reading and writing conferences
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Observe students reading and writing
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Observe students reading and writing processes
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Have specific strategies in mind when in conferences
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Ask lots of questions to prompt students and let the students talk
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Have students connect their writing to writing that they enjoy
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Give students many opportunities to read and write in different and with different topics
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Discuss surface - writing conventions
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Discuss continent - what is happening in writing
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Evaluating Reading and Writing
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Writing Evaluation Criteria
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Content (relationship between events & actions)
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Organization (intro, body, conclusion)
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Sentence Structure (differing, description)
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Vocabulary (varying words)
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Conventions (punctuation, grammar, spelling)
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Reading Evaluation Criteria
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Phonemic awareness
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Vocabulary
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Comprehension
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Fluency
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Oral language
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Fountas and Pinnell Reading Levels
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EMAB Summary
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EMAB is a method of assessing outcomes based on their level of achievement
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This is a beneficial system as it focuses where a student is at in their learning, and not a number or percentage
