WEEK 2: FORMATIVE ASSESSMENT PRACTICE
DAY 6: ASSESSMENT AS LEARNING
We distinguish assessment as learning from assessment for learning following the work of Lorna Earl.
PLENARY: ASSESSMENT AS LEARNING? |
TUTORIAL: IMPLEMENTING ASSESSMENT AS LEARNING IN TOBAGO CLASSROOMS-WHY CLASSROOMS AND TEACHING MUST CHANGE |
PLENARY: THE FIRST STEP IN FORMATIVE ASSESSMENT-SHARING LEARNING INTENTIONS AND CRITERIA FOR SUCCESS IN FORMATIVE ASSESSMENT |
TUTORIALS: THE WORK OF SHIRLEY CLARK IN THE UKON SHARED LEARNING INTENTIONS/ANALYSIS OF VIDEOS OF THE PROCESS CO-CONSTRUCTING RUBRICS WITH STUDENTS LEARNING PROGRESSIONS |
VOLUNTARY AFTER WORKSHOP SESSION: EXAMINING CHANGING POLICY ON ASSESSMENT IN THE CLASSROOM INTERNATIONALLY |
DAY 7: ASSESSMENT CONVERSATIONS & ASSESSING 21ST CENTURY SKILLS
We show teachers how to have assessment conversations in doing informal formative assessment. Then we consider how to construct high quality authentic assessments in the primary and secondary school.
PLENARY: CLASSROOM DISCOURSE AND QUESTIONING: INFORMAL/INTERACTIVE FORMATIVE ASSESSMENT |
TUTORIAL: HOW TO HAVE ASSESSMENT CONVERSATIONS IN THE CLASSROOM-INFORMAL FORMATIVE ASSESSMENT PRACTICE |
PLENARY: - DEVELOPING COGNITIVELY CHALLENGING TASKS
- ASSESSING 21ST CENTURY SKILLS
- FOCUSING UPON AUTHENTIC TASKS
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TUTORIALS: USING AUTHENTIC PERFORMANCE ASSESSMENTS TO DRIVE THE SCHOOL SYSTEM |
VOLUNTARY AFTER WORKSHOP SESSION: ORGANIZING FOR FORMATIVE ASSESSMENT |
DAY 8: FORMATIVE ASSESSMENT MODELS
Following the Black and Wiliam model we focus on self and peer assessment. Both video and research articles are used. Formative assessment is designed to achieve four objectives: (1) Elicit evidence about student learning; (2) Provide feedback to teachers and students about learning; (3) Use feedback to adjust instruction and learning tactics in real time; and (4) Involve students actively in their learning
PLENARY: FORMATIVE FEEDBACK |
TUTORIAL: HOW TO GIVE FORMATIVE FEEDBACK (ROLE PLAY) |
PLENARY: THE ROLE OF PEER ASSESSMENT & PROMOTING SELF ASSESSMENT AND METACOGNITION |
TUTORIALS: HOW TO ACTIVATE PEERS AS LEARNERS ENCOURAGING SELF ASSESSMENT IN THE CLASSROOM |
VOLUNTARY AFTER WORKSHOP SESSION: ORGANIZING FOR PEER ASSESSMENT-EXAMPLES AND BEST PRACTICE |
DAY 9: ASSESSMENTS & READING
This is a special workshop on the role of diagnostic testing in reading and psycho-educational assessment.
PLENARY 1: FROM EVIDENCE TO ACTION IN FORMATIVE ASSESSMENT |
PLENARY 2: ASSESSMENT TO IMPROVE READING RESPONSE TO INTERVENTION MODELS |
PLENARY & TUTORIAL: DEMONSTRATION ON ASSESSMENT OF READING BASI (TIER 1)/WOODCOCK (TIERS 2 AND 3) |
PLENARY: DIAGNOSTIC ASSESSMENTS -WHY IMPORTANT FOR TOBAGO |
PLENARY & TUTORIALS: DEMONSTRATION OF ASSESSMENTS/INTERVENTIONS IN READING |
DAY 10: TRINIDAD AND TOBAGO IN INTERNATIONAL ASSESSMENTS
We help participants learn from PIRLS and PISA data –includes review of items and why some countries do well.
PLENARY: LEARNING FROM INTERNATIONAL ASSESSMENTS |
TUTORIAL: WHERE IS TRINIDAD AND TOBAGO IN PISA AND PIRLS |
PLENARY: LEARNING FROM INTERNATIONAL ASSESSMENT ITEMS/TASKS WHAT THE BEST COUNTRIES DO |
TUTORIALS: ANALYZE ITEMS, VIDEOS AND DISCUSSION |
