• Assessment for Linguistically Diverse Students
  • Cover
  • Session One: Understanding My Role as an Assessor
  • Session Two: Developing Understanding through Media
  • Session Three: Designing Assessment Using Standards for Effective Pedagogy
  • Session Four : Considering Alternative Assessments in Relationship to ELs
  • Session Five: Designing and Developing Assessments
  • Session Six: Debating and Responding to Assessment Issues
  • Session Seven: Developing Knowledge for Practice and Advocacy
  • Session Eight : Revealing My Learning
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  • Translations
  • LA 3.3 Attending to the Five Standards in Evaluating a Lesson

    • LA 3.3 Attending to the Five Standards in Evaluating a Lesson

    Negotiating to Reach Consensus

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    Learning Outcome Pedagogical Intent Student Position

    Demonstrate knowledge and use of a variety of on-going, classroom-based assessments adapted to student needs.

    Assessment: 25 pts.

    TA: 25 Minutes

    Teachers can, after observing some teachers assessing students throughout the lesson, know the importance of paying attention to learning in every part of the lesson.

    Students are ready to notice classroom assessments used by teachers.They will watch video of elementary and secondary lessons to identify actions on the part of the teacher to assess learning throughout their lessons.

    Instructions

    1. You used the Sample Observation Tool to make notes as you watched elementary and secondary lesson videos. Choose the video that closely relates to your teaching context for your observation notes.
    2. Form a group of three or four students where the members observed and evaluated the same lesson (elementary or secondary).
    3. Together create a shared sample classroom observation form from your notes. Work until you reach agreement on your ratings of each segment of the lesson.
    4. Discuss the following questions and add your responses to the back of the form. 
      1. Identify where the teacher attended to the CREDE Five Standards for effective pedagogy. Identify where they might have used them and didn’t.
      2. How does the teacher develop language and literacy across the curriculum?
      3. What visible examples of informal or formal assesment were present?
      4. What equitable practices did you notice? List the details that led you to that judgement.

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/diverse_assessment/LA_3.3.