How did our students engage and perform on first CCSS PA#1? What were the observable student successes and challenges? How will grading their assessments inform your Instructional practice?
I think grading their assessments will give us some important insight into what the most challenging parts of the assessments are. We can hopefully use that information to help us provide the most support in those areas. (My guess is the kids will have trouble with vocabulary)
The performance task needed to be adjusted and scaffolded for the students. Graphic organizers and group setups had to be thought out and even the sequence in questioning was delivered to make the task accessible to all students. Over all, the students enjoyed working with each other. They did find the task more challenging than the CST's however they preferred it more than the old version.
I need to grade more to know how they did, but the hardest part for them was to READ carefully and understand what they had to do instead of being TOLD what to do. Some successes I have seen is that I saw many students underline key words and starting to be aware of how their learning is connected to their assessment. Many students seemed to struggle but I think it was a good for them to see how the skills and concepts come together.
It is another change this year...along with many. I am anxious to see how students perceived this test as apposed to last years. Does this one encourage more collaboration, thoughtful reflection and 21st century skills? Is it seen as more challenging..more relevant to the "outside" world.
With the appropriate training and scaffolding, our students are able to complete any assignment of the Periodic Assessment efficiently. However, there are certain time concerns about them. The entire assessment seems to take longer than expected in all periods.
A remarkable success was observing a practice of using evidence to support ideas across the board. Grading assessments will inform our instruction in a way that I would allow us draw a standard line and determine rigor for each grade level.
While I didn't administer the PA, I have asked their own opinions and gotten feedback from them. I know that there was a pretty even split between those who like these assessments better and those who don't, and most of the ones who don't said it was hard. However, a lot of students shared that they think these test better skills and will be better for them in the future. So, it appears that they do have a good perspective on the reasons for these tests, which is encouraging!
I don't know yet how our students performed, but I do know that further supports and scaffolding were needed. I broke the prompt into three separate questions with which the students were to respond in one paragraph, and listed key words they were to try to incorporate.
I think grading their assessments will give us some important insight into what the most challenging parts of the assessments are. We can hopefully use that information to help us provide the most support in those areas. (My guess is the kids will have trouble with vocabulary)
ReplyDeleteThe performance task needed to be adjusted and scaffolded for the students. Graphic organizers and group setups had to be thought out and even the sequence in questioning was delivered to make the task accessible to all students. Over all, the students enjoyed working with each other. They did find the task more challenging than the CST's however they preferred it more than the old version.
ReplyDeleteI need to grade more to know how they did, but the hardest part for them was to READ carefully and understand what they had to do instead of being TOLD what to do. Some successes I have seen is that I saw many students underline key words and starting to be aware of how their learning is connected to their assessment. Many students seemed to struggle but I think it was a good for them to see how the skills and concepts come together.
ReplyDeleteIt is another change this year...along with many. I am anxious to see how students perceived this test as apposed to last years. Does this one encourage more collaboration, thoughtful reflection and 21st century skills? Is it seen as more challenging..more relevant to the "outside" world.
ReplyDeleteWith the appropriate training and scaffolding, our students are able to complete any assignment of the Periodic Assessment efficiently. However, there are certain time concerns about them. The entire assessment seems to take longer than expected in all periods.
ReplyDeleteA remarkable success was observing a practice of using evidence to support ideas across the board. Grading assessments will inform our instruction in a way that I would allow us draw a standard line and determine rigor for each grade level.
While I didn't administer the PA, I have asked their own opinions and gotten feedback from them. I know that there was a pretty even split between those who like these assessments better and those who don't, and most of the ones who don't said it was hard. However, a lot of students shared that they think these test better skills and will be better for them in the future. So, it appears that they do have a good perspective on the reasons for these tests, which is encouraging!
ReplyDeleteI don't know yet how our students performed, but I do know that further supports and scaffolding were needed. I broke the prompt into three separate questions with which the students were to respond in one paragraph, and listed key words they were to try to incorporate.
ReplyDelete