Personal Communication Assessment

Personal Communication Assessment Nitasha, Priyanka, Scot and Wendy :

Personal Communication Assessment Nitasha , Priyanka , Scot and Wendy "Personal communication works best for real-time sampling of student understanding during instruction." Rick Stiggins

Slide 2:

“Personal communication does not systematically go through the five stage of assessment planning. Instead personal communication tends to be more informal. Therefore our focus is what to keep in mind to make results from this assessment method as informative as possible”. Rick Stiggins(p.253)

Summarizing Chapter 8  Personal Communication as Assessment:

Summarizing Chapter 8 Personal Communication as Assessment When to use personal communication Types of personal communication Bias

When to Use:

When to Use Efficient way to gather information. Can be used "for" and "of" learning Collective information about knowledge, reasoning and skills. Works best when you provide a safe learning enviornment When students understand that their teacher needs an honest answer. Used only to generate enough information to make an inference.

Five Types of personal communication:

Five Types of personal communication 1.Instructional questions and answers 2.Conferences and interviews 3.Classroom discussions 4.Oral examinations 5.Journals and logs

Potential For Bias:

Potential For Bias Barriers/pitfalls when using personal communication Teacher trying to remember everything without record keeping Teachers using stereotypes Sampling enough performance

Mark It Up!:

Mark It Up! The purpose and context of this communication assessment is: For grade 2 students to communicate their thoughts about a shared reading text. "Personal communication assessment is an efficient and effective way to both gather information about students to plan next instructional steps, and to involve students in their own assessment.“ Rick Stiggins p272.

Our Learning Target:

Our Learning Target Student Learning Target: "Students can hypothesize the significance of events in a story." -Fountas and Pinnell (2007 p.55) Student Friendly Target: "I can tell what I think are important parts of a story".

Mark It Up-How to?:

Mark It Up-How to? Format: Time: 20-45 mins Materials Required: Fiction text, materials and common white board. Process: The teacher poses a question on the white board. The teacher explains that students are to answer the question using their markers only, this is a silent activity. The teacher hands a marker to 4-6 students at a time. Students without a pen should be engaged in reading what other students are writing.

Mark it up- How to? continued:

Mark it up- How to? continued When a student does want to write something they raise their hand and wait for a pen. When a student is done writing he/she can pass the pen on to some one with their hand raised. Based on the context and the purpose the teacher facilitates a conversation immediately after the written activity. This is an opportunity to plan specific kinds of questions relating back to the intended learning targets. An example of Mark It Up!

Measurement:

Measurement Students initial their written responses so the teacher has a record of their contributions. During the class discussion the teacher can use a generic rubric to measure content of student contributions. Sample Rubric for assessing Class discussion Rate each of the following with a Y( es ) or N(o) Child’s Name Speaks loudly and clearly enough to be heard Can identify the part or parts of a story that are significant to the speaker Listens to other speakers Waits their turn Nya Sufi