Session 9 - Vuich.pdf

Marissa from Charter School for Applied Technology

Skill-based reporting

Marissa handed out red, yellow, green tags for us to use to communicate with her how we're feeling about the content.

Red - I need to STOP, get help, and further instruction. I am not comfortable with this skill.

Yellow - I am doing okay, but could use a little more help and practice.

Green - I'm comfortable with this. All is good.

Why do you assess student learning?

What tools do you use to measure learning?

To what degree do your students direct own learning?

We were taught using assessment of learning - "You have two weeks to learn this. It's math. At the end of learning, you'll be able to do math."

She uses assessment for learning - it sounds very clear and outlined (A to Z), it's not really like that. Any step can have an impact on students

Marissa re-writes the standards in "I can...."

NYS standard: Understand and recognize the meaning of numerator and denominator in the symbolic for a fraction.

I can: I can explain the top and bottom numbers in a fraction and which one is called the numerator and which one is called the denominator.

She breaks clustered standards (add, subtract, with and without regrouping) - the sample standard we worked with had phrase "variety of strategies". Julie and I discussed how phrase such as "variety of strategy" and "understand" translate to "I can" statements.