Week+4

0. Your questions and concerns 1. Jig Saw Activity: Objectives Review and Classification 2. Two short videos on Questioning in the classroom (see week 3, item 2g). 3. Research on Questioning (see week 3). 4. Mini Lessons to practice questioning, prompting, hinting, cueing 5. Chapter 5: **Characteristics of effective feedback** (page 123); **Anticipating Feedback** (page 132-133); **Do's and Don'ts of effective feedback**(page 134) 5a. Protocol for providing feedback: DESCRIBE, INTERPRETE, SUPPORT **** 6. Performance Assessment (Chapter 9 McMillan) In this workshop you will learn a process for looking at student work (D.I.E. stands for **Describe, Interpret, Evaluate).** This week we will focus on **Describing evidence** that we can observe in student work and as a next step how we can **Interpret this work** based on the evidence gathered. Next week we will be more focused on **Evaluating this work**. What criteria will we use? How will we organize the criteria and how will we assign levels of performance?
 * 7a. Knowledge, Simple Understanding, Deep Understanding continuum**:
 * Performance Assessments are intended to help (self-) assess Deep Understanding, Reasoning, and Skills. (See also Chapter 9, pp. 216-219). **
 * Know the **characteristics** of performance assessments (Figure 9.1 page 211) (Figure 9.3 and pages 224-228)
 * Be aware of **strengths and weaknesses** of this form of assessment (Table 9.1 page 215)
 * Know how to **construct** a **P**erformance **A**ssessment **T**ask (PAT) (page 220-223)
 * Be aware of the **level of authenticity** of the task and product (the higher the level of authenticity the more students will be motivated by the task, in general) Table 9.3
 * Know the difference between **Restricted-type and Extended-type tasks** (but the commonality is that both focus on **__explanation__ of results/product and/or process**) (Table 9.4) Relate this to **DOK levels**. Performance Assessment tasks are aimed at level 3.
 * To write a performance task make sure to take the **criteria** (See Figure 9.3, p. 225) into consideration. Generally, the more of these criteria the task meets, the better the task. These criteria are explained in detail on pp. 224-228.
 * 7b. Sources for Performance Assessment Tasks** LINK
 * Jig-Saw Activity: In your Subject groups investigate the websites related to performance assessment and select a task that meets many of the criteria from figure 9.3 on page 225. https://edc371-01.wikispaces.com/Performance+Assessment**
 * Be ready to share your selected task with your Learning Group . **
 * 8. Discussion of PATAR project assignment:** **click here**
 * 9. //Work to D.I.E. for// workshop **

The Camping Trip problem and student work: **click here**