Professional Documents
Culture Documents
EVIDENCE
TEACHING
EVIDENCEBASED
TEACHING
*from various sources
EVIDENCE-BASED TEACHING...
...is the mark of a GOOD TEACHER.
Seriously now...
What do you KNOW about...
EVIDENCE-BASED TEACHING?
What we KNOW
EVIDENCE-BASED
TEACHING?
Objectives
Define evidence-based teaching
Explain the importance of evidencebased teaching
Describe a) classroom-based
assessment and b) diagnostic teaching
Discuss the connection of classroombased assessment and diagnostic
teaching to evidence-based teaching
Outline
Evidence-based Teaching
Classroom-based Assessment
Assessment
Meaningful Assessment
Teachers Role in Assessment
Principles of Classroom-based
Assessment
Diagnostic Teaching
Evidence-Based
Teaching1
Evidence-based teaching is
teaching that both benefits from
existing educational research and
from evidence collected as
teaching unfolds. It is undertaken
in the spirit of inquiry, with the
enrichment of the learning
experience as its goal.
Classroom-Based
Assessment is2 "a systematic
Assessment
process of gathering
information about what a
student knows, is able to do,
and is learning to do."
(Manitoba Education and Training, Reporting on Student Progress and
Achievement, 1997.)
Classroom-Based
Assessment2
Assessment is an integral
part of instruction that
enhances, empowers, and
celebrates student learning.
Classroom-Based
Assessment2
Meaningful Assessment
Assessment should occur in
authentic contexts that allow
students to demonstrate
learning by performing
meaningful tasks.
Classroom-Based
Assessment2
Meaningful assessment
achieves a purpose and
provides clear and useful
information.
Classroom-Based
Assessment2
It may identify
misunderstandings in student
learning, and provide
corrective feedback and
direction for further
instruction.
Classroom-Based
Assessment2
The Teachers Role in
Assessment
In the classroom, teachers
are the primary assessors of
students.
Classroom-Based
Assessment2
Lets pause
What is classroom-based assessment?
Classroom-Based
Assessment
Principles of Classroom-Based
Assessment
Classroom-based assessment
provides regular feedback and
allows teachers and students to
reflect on progress and adjust
instruction and learning
accordingly.
Assessment . . .
Assessment . . .
occurs through all instructional focuses on connecting prior
activities (observations,
knowledge and new
leads to goal setting
responses, logs)
knowledge (integration of
fosters transfer/integration with
information)
occurs systematically over a
other curricular areas and
focuses on authentic literacy
period of time
application to daily life
contexts and tasks
demonstrates progress
reflects instructional strategies
focuses on application of
towards achievement of
used
learning outcomes
strategies for constructing
uses a wide variety of
meaning in new contexts
strategies and tools
4. Collaborative and
Reflective Process
6. Developmentally and
Culturally Appropriate
Assessment . . .
encourages meaningful
student involvement and
reflection
Assessment . . .
uses a variety of authentic
strategies, tasks, and tools
Assessment . . .
is suited to students'
developmental levels
focuses on collaborative
review of products and
processes to draw conclusions
7. Focused on Students'
Strengths
Assessment . . .
identifies what students can
do and are learning to do
Assessment . . .
uses sound educational
practice based on current
learning theory and brain
identifies competencies in the
research
development of knowledge,
fosters development of
skills and strategies, and
attitudes
metacognition
considers preferred learning
styles
focuses on celebrations of
progress and success
considers multiple
intelligences and learning
styles
Diagnostic Teaching3
Diagnostic teaching is the
process of diagnosing
student abilities, needs and
objectives and prescribing
requisite learning activities.
(www.ibe.unesco.org/international/DocServices/Thesaurus/ 00001796.htm)
Diagnostic Teaching
Diagnostic Teaching
Diagnostic Teaching
Diagnostic Teaching
...with
assessment providing
feedback to the teacher on
the efficacy of prior
instruction, and new
instruction building on the
learning that students
demonstrate.
(Guskey, 2003)
Diagnostic Teaching
Diagnostic Teaching
So...
How are classroom-based
assessment and diagnostic
teaching connected to
evidence-based teaching?
What we LEARNED
References:
1Retrieved from
http://www.northeastern.edu/learningre
search/programs/faculty-scholars-progr
am/evidence-based-teaching/
on13 October 2014
2Adapted from
http://www.edu.gov.mb.ca/k12/cur/ela/d
ocs/ela-assess-5to8.html on 13 October
2014
3Adapted from
http://www.unesco.org/education/literac
y/doc/overview.pdf
on 13 October 2014