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What is the first thing

that comes to your mind


when you hear the word...

EVIDENCE

TEACHING

EVIDENCEBASED
TEACHING
*from various sources

EVIDENCE-BASED TEACHING...
...is the mark of a GOOD TEACHER.

What makes a good teacher?

Seriously now...
What do you KNOW about...
EVIDENCE-BASED TEACHING?

What we KNOW

What do you WANT to know


about...

EVIDENCE-BASED
TEACHING?

What we WANT to know

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.

Lets think for a while


Why is evidence-based teaching
important?

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

Teachers design assessment tools


with two broad purposes: to
collect information that will
inform classroom instruction, and
to monitor students progress
towards achieving learning
outcomes and standards of
student performance.

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.

PRINCIPLES OF ASSESSMENT THAT ASSIST LEARNING AND INFORM INSTRUCTION


1. An Integral Part of
2. Continuous and Ongoing 3. Authentic and Meaningful
Instruction and Learning
Language Learning
Processes and Contexts
Assessment . . .
is meaningful to students

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

reflects a definite purpose

4. Collaborative and
Reflective Process

5. Multidimensional -Incorporating a Variety of


Tasks

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

involves parents as partners

is completed for a variety of


purposes and audiences

reaches out to the community

focuses on collaborative
review of products and
processes to draw conclusions

involves a team approach

reflects instructional tasks

is sensitive to diverse social,


cultural, and linguistic
backgrounds
is unbiased

7. Focused on Students'
Strengths

8. Based on How Students


Learn

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

provides for differentiation

considers multiple
intelligences and learning
styles

uses collaborative and cooperative strategies

9. Offer Clear Performance


Targets
Assessment . . .
encourages student
involvement (setting criteria,
measuring progress, working
towards outcomes and
standards)
encourages application beyond
the classroom

provides a basis for goal


setting

provides students with a sense


of achievement

considers research on the role provides information that


provides information to
of memory in learning
compares a student's
compare a student's
performance to predetermined
performance with his/her other reflects current models of
criteria or standards
performances
language and literacy learning

Lets pause and ask


Which principle of classroom-based
assessment is most applied? least
applied?
Why?

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 is embedded


within the teachers regular
instruction. Through diagnostic
teaching, the teacher monitors
the understanding and
performance of students before,
during, and after teaching the
lesson.

Diagnostic Teaching

Diagnostic teaching can


inform teachers of the
effectiveness of their lessons
with individuals, small groups
of students, or whole classes,
depending on the instruments
used.

Diagnostic Teaching

Within a diagnostic teaching


perspective, assessment and
instruction are interacting
and continuous processes...

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 requires the


teacher to reflect on the
effectiveness of each lesson so
s/he can make decisions on what
and how to teach next (based on
the information gathered
throughout the lesson).

Diagnostic Teaching

For example, s/he may want


to re-teach the
concept/skill/strategy, or
introduce/proceed to the new
lesson.

Lets pause and reflect...


What is easiest to do in diagnostic
teaching?
What is the most difficult?
Why?

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

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