Instructional Agility
Instructional Agility
Tom Schimmer
www.AllThingsAssessment.info
www.TomSchimmer.com
[email protected]
@TomSchimmer
Instructional Agility Essential Assessment
(Erkens, Schimmer, & Vagle, 2017)
Assessment as NOUN creates an event-based mindset where teachers must “stop teaching” to “conduct” their formative assessments. Assessment as VERB creates a mindset of infused assessment where assessment is instruction and teachers develop their instructional agility.
INSTRUCTIONAL AGILITY: The ability to make “real-time” instructional adjustments QUESTION: What makes any activity a formative assessment?
Before: _____________________________________________________________________________________________ During: ____________________________________________________________________________________________ After: ______________________________________________________________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
A Culture of Learning ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Engineering Conversations ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
2
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Questioning ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Observing
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Mobilizing Students ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Po te n tia l fla w s o f se l f - a sse ssm e n t
Double Wha
A�tendency�for� humans�to�be� overly�optimistic� about�their�own� abilities.
A�tendency�for� humans�to� believe�they�are�� above�average.
A�tendency�for� humans�to�� neglect�crucial� information.
A�tendency�for� humans�to�have�� deficits�in�their� information.
___________________________________________
mmy !
___________________________________________ ___________________________________________ ___________________________________________
( D u n n i n g , H e a t h , & Su l s, 2 0 0 4 )
Formative Assessment
___________________________________________
Qualitative detail about areas of strength and that which needs strengthening; where, why, & how.
(+) More available (-) May not be as accurate
Summative Assessment Overall, holistic judgment of quality that considers overall strengths and weaknesses.
___________________________________________ ___________________________________________
(+) More reliable (-) Validity/Reliability concerns
No t Gr a d es!
___________________________________________ ___________________________________________
References Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. Erkens, C., Schimmer, T., & Vagle, N. (2017). Essential assessment: Six tenets for bringing hope, efficacy, and achievement to the classroom. Bloomington, IN: Solution Tree Press. Kramarski, B., & Zeichner, O. (2001). Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media International, 38(2/2): 77–82. Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
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© Schimmer 2017. SolutionTree.com Do not duplicate.
Tom Schimmer
www.AllThingsAssessment.info
www.TomSchimmer.com
[email protected]
@TomSchimmer
Instructional Agility Essential Assessment
(Erkens, Schimmer, & Vagle, 2017)
Assessment as NOUN creates an event-based mindset where teachers must “stop teaching” to “conduct” their formative assessments. Assessment as VERB creates a mindset of infused assessment where assessment is instruction and teachers develop their instructional agility.
INSTRUCTIONAL AGILITY: The ability to make “real-time” instructional adjustments QUESTION: What makes any activity a formative assessment?
Before: _____________________________________________________________________________________________ During: ____________________________________________________________________________________________ After: ______________________________________________________________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
A Culture of Learning ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Engineering Conversations ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
2
© Schimmer 2017. SolutionTree.com Do not duplicate.
Questioning ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Observing
© Schimmer 2017. SolutionTree.com Do not duplicate.
3
Mobilizing Students ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Po te n tia l fla w s o f se l f - a sse ssm e n t
Double Wha
A�tendency�for� humans�to�be� overly�optimistic� about�their�own� abilities.
A�tendency�for� humans�to� believe�they�are�� above�average.
A�tendency�for� humans�to�� neglect�crucial� information.
A�tendency�for� humans�to�have�� deficits�in�their� information.
___________________________________________
mmy !
___________________________________________ ___________________________________________ ___________________________________________
( D u n n i n g , H e a t h , & Su l s, 2 0 0 4 )
Formative Assessment
___________________________________________
Qualitative detail about areas of strength and that which needs strengthening; where, why, & how.
(+) More available (-) May not be as accurate
Summative Assessment Overall, holistic judgment of quality that considers overall strengths and weaknesses.
___________________________________________ ___________________________________________
(+) More reliable (-) Validity/Reliability concerns
No t Gr a d es!
___________________________________________ ___________________________________________
References Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. Erkens, C., Schimmer, T., & Vagle, N. (2017). Essential assessment: Six tenets for bringing hope, efficacy, and achievement to the classroom. Bloomington, IN: Solution Tree Press. Kramarski, B., & Zeichner, O. (2001). Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media International, 38(2/2): 77–82. Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
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© Schimmer 2017. SolutionTree.com Do not duplicate.
