OBJECTIVES

1. Define evidence – based teaching

2. Explain the importance of evidence-based teaching
3. Describe a classroom-based assessment and diagnostic
teaching
4. Discuss the connection of classroom-based assessment
and diagnostic teaching to evidence-based teaching
 ACTIVITY
K W L
What I KNOW What I WANT to know What I learned

What do you know about evidence-

based teaching?

What do you want to learn/ know about

evidence-based teaching?
 What is the first thing
that comes to your mind
when you hear the word...
EVIDENCE
TEACHING
EVIDENCE-BASED
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 evidence-based
teaching
• Describe a) classroom-based assessment and b)
diagnostic teaching
• Discuss the connection of classroom-based
assessment and diagnostic teaching to evidence-
based teaching
Outline

• Evidence-based Teaching
• Classroom-based Assessment
– Assessment
– Meaningful Assessment
– Teacher’s 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.
Let’s think for a while…

Why is evidence-based teaching important?

Classroom-Based Assessment2
Assessment is "a systematic 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 Assessment 2

Assessment is an integral part of

instruction that enhances,
empowers, and celebrates student
learning.
Classroom-Based Assessment 2

Meaningful Assessment
Assessment should occur in
authentic contexts that allow
students to demonstrate learning by
performing meaningful tasks.
Classroom-Based Assessment 2

Meaningful assessment achieves a

purpose and provides clear and
useful information.
Classroom-Based Assessment 2

It may identify misunderstandings in

student learning, and provide
corrective feedback and direction for
further instruction.
Classroom-Based Assessment 2

The Teacher’s Role in Assessment

In the classroom, teachers are the
primary assessors of students.
Classroom-Based Assessment 2

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.
Let’s 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 . . . Assessment . . . Assessment . . .

is meaningful to students occurs through all instructional focuses on connecting prior

leads to goal setting

activities (observations, knowledge and new
responses, logs) knowledge (integration of
fosters transfer/integration with information)
occurs systematically over a
other curricular areas and
period of time focuses on authentic literacy
application to daily life
demonstrates progress
contexts and tasks
reflects instructional strategies
towards achievement of focuses on application 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 5. Multidimensional -- 6. Developmentally and
Reflective Process Incorporating a Variety of Culturally Appropriate
Tasks

Assessment . . . Assessment . . . Assessment . . .

encourages meaningful uses a variety of authentic is suited to students'

student involvement and strategies, tasks, and tools developmental levels

reflection is completed for a variety of is sensitive to diverse social,
involves parents as partners
 purposes and audiences cultural, and linguistic
backgrounds
reaches out to the community
 reflects instructional tasks


is unbiased

focuses on collaborative
review of products and
processes to draw conclusions

involves a team approach


7. Focused on Students'
Strengths
Assessment . . .
identifies what students can
do and are learning to do
identifies competencies in the
development of knowledge,
skills and strategies, and
attitudes
considers preferred learning
styles
focuses on celebrations of
progress and success
provides for differentiation

provides information to
compare a student's
performance with his/her other reflects current models of
performances
8. Based on How Students
Learn
Assessment . . .
uses sound educational
practice based on current
learning theory and brain
research
fosters development of
metacognition
considers multiple
intelligences and learning
styles
uses collaborative and co-
operative strategies
considers research on the role provides information that
of memory in learning
language and literacy learning
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
compares a student's
performance to predetermined
criteria or standards
Let’s pause and ask…

Which principle of classroom-based assessment

is most applied? least applied?
Why?
Diagnostic Teaching 3

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 3

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 3

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 3

Within a diagnostic teaching

perspective, assessment and
instruction are interacting and
continuous processes...
Diagnostic Teaching 3

...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 3

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 3

For example, s/he may want to re-

teach the concept/skill/strategy, or
introduce/proceed to the new
lesson.
Let’s 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/learningresearch/pro
grams/faculty-scholars-program/evidence-based-
teaching/ on13 October 2014
• 2Adapted from
http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela
-assess-5to8.html on 13 October 2014
• 3Adapted from
http://www.unesco.org/education/literacy/doc/o
verview.pdf on 13 October 2014