EDU 382 Meeting the Needs of Diverse Learners: Week 2 DQ 2

P / 000 -000-0000 F / 000 -000 -0000 8620 Spectrum Center Blvd. San Diego, CA 92123 0:00 Hello again we're going to have a lot 0:03 of fun now . We're going to talk about assessment 0:08 oftentimes assessment gets a bad 0:11 rap. this is mostly because some people believe it's good to teach the test 0:16 and not teach to the individual student . B ut 0:21 assessment is our friend if we treat it right 0:24 assessments can be very useful 0:28 teachers can use assessments to understand what students already know 0:32 and what they have learned in class . There are many types of assessments 0:38 we're going to talk about pre-assessments, formative assessments 0:42 and summative assessments . A ssessments need to be 0:46 on -going in order to help guide a teacher's instruction 0:50 l et's start by talking about pre- assessments 0:53 a pre -assessment isn’t what you do right before the assessment P / 000 -000-0000 F / 000 -000 -0000 8620 Spectrum Center Blvd. San Diego, CA 92123 0:58 according Chapman and King, the goal of the pre- assessment 1:03 is to expose each learner's prior knowledge , 1:06 skills , interest, and feelings before the information is presented 1:11 in other words , the teacher is trying to learn about student needs and strengths 1:16 so that the instruction can be differentiat ed. D esigning a pre -assessment 1:21 takes time 1:22 and planning. A pre -assessment doesn't have to be a formal pre -test 1:27 it can be a survey , individual conference , 1:30 or KWL chart .A pre-assessment should be given a while before the actual unit of 1:37 study 1:37 this allows for time to interpret data and differentiate instructional plans 1:43 okay after the pre -assessment 1:46 and planning is completed assessment should n’t stop 1:50 there should be ongoing formative assessments P / 000 -000-0000 F / 000 -000 -0000 8620 Spectrum Center Blvd. San Diego, CA 92123 1:54 during the lear ning. F ormative assessment i s used to ensure that students a re 1:59 actually learning 2:00 we need formative assessment in order to guide instruction 2:03 to meet at learners needs along the way towards mastery of a concept 2:08 for example , formative assessment can identify learners that need additional 2:14 help before the end of a unit 2:16 if johnnie doesn't understand the concept 2:20 during a unit , then the teacher can identify this misunderstanding 2:24 and help johnnie 2:27 formative assessments also allow teachers to use flexible grouping 2:31 strategies 2:32 leveled questioning techniques , and adjust assignments to learners ’ needs 2:37 there are a variety a formative assessments a teacher can use 2:41 they can be observations , respo nse cards P / 000 -000-0000 F / 000 -000 -0000 8620 Spectrum Center Blvd. San Diego, CA 92123 2:44 and even checkpoint quizzes. F inally , 2:48 the most recognized form of assessment , the summative assessment. 2:53 summative assessments are given after 2:56 learning takes place . S ummative assessments 3:00 show what a student has learned thr oughout the unit of study 3:04 this type of assess ment that allows the teacher to evaluate the effectiveness of 3:09 the unit . I t also identifies which students need interventions 3:13 in order to achieve mastery . Summative assessments can also come in many forms 3:19 a student might have to create a product that is turned in 3:22 as the summative assessment. I t's okay to use a for mal post -test 3:26 but differentiating the summative assessment is important 3:29 the student should be ab le to show what they have learned 3:33 through the summative a ssessment . D epending on the content 3:36 a teacher might use rubrics or checklists to assess student learning P / 000 -000-0000 F / 000 -000 -0000 8620 Spectrum Center Blvd. San Diego, CA 92123 3:40 the summative assessment might be to produce a music video 3:44 or create a brochure about the learned content . A ssessment 3:49 is the backbone a differentiated instruction . T eachers must differentiate 3:53 assessments 3:54 in order to guide the instruction of the many mixed ability students in one class 3:59 planning good instruction is very diffic ult to do 4:04 without assessments. I t 's like trying to fly an airplane without a navigation system 4:09 or walking aimlessly in the forest 4:13 without a compass . A ssessments guide instruction 4:18 and ensure that every student learns . A fter all 4:22 student learning is the and goal