Multiple Measures Connecting Assessment to the 多措施连接评估.pptVIP

Multiple Measures:Connecting Assessment tothe Classroom Nita Schmidt Whole Language Umbrella St. Louis, July, 2004 Setting the Context Rural elementary school in NW Iowa We were in our third year of using English-language arts portfolios for assessment We were still tweaking it to satisfy ourselves, our parents, and our students. Could we create an assessment that met House File 2272, but also met our own needs? What did we do? We met on Saturday mornings to brainstorm and strategize ways to assess our students. We contacted our AEA math and language arts consultants and gathered other professional resources about performance assessment. We embraced Leland and Harste’s (1994) work on multiple sign systems and believed work with multiple sign systems could give us a plethora of information in any assessment situation. Our Goals Assess students in ways that will show meaning making across several sign systems. Meet the requirements of House File 2272 but fulfill our own assessment needs first. Address the curricular areas of reading, writing, math, and art. Pay attention to parental interests in counting money and teacher interests in geometry. Our Plan Use performance assessments to enrich already established portfolios. Build scaffolds to provide structured practice before assessments. Develop a grading rubric for the tasks. We began to practice. And practice Billy Goes ShoppingScaffold-Practice Billy wants to buy some new school supplies. He has $.90 to spend. He needs to save $.25 for the bus. Look at the price list and choose some things for Billy to buy. Find three different ways for Billy to spend his money. If Billy has change, show how much change he would have left from $.90. Remember. Billy needs $.25 for the bus each time. Price List: Eraser $.10, Rulers $.29, Pencils $.25, Pens $.39, Book covers $.20 First Way Second Way Third Way And practice. The Assessment Tasks Geometry Assessment Project Fourth Grade Shopping Spree Geo