1. Ben Sosebee & Kathleen Burns

2. We often over look daily questioning as assessment but it is. Through careful questioning, we can access prior knowledge pique curiosity check for understanding provoke and explore thinking create new learning This can be done through class discussions, conferences and interviews, oral examinations, and student journals and logs. 3. PERSONAL COMMUNICATION OPTIONS FIGURE 8.2 P. 266 FormatPrimary UseInstructional Questions and AnswersFormativeKnowledgeReasoningClass DiscussionsFormative or SummativeKnowledgeReasoningConferences and InterviewsFormativeKnowledgeReasoningOral ExaminationsSummativeKnowledgeReasoningJournals & LogsFormativeKnowledgeReasoningTarget TypesSkillSkillThroughout assessments these two conditions influence the effectiveness of the assessment method. Teachers and students must have a common language- shared vocabulary &grammar. This allows the teacher and student to communicate openly. Use personal communication only when it is certain to generate enough information to make adequate inferences. 4. GATHERING ENOUGH INFORMATION If learning target is narrow then questions must be specific to ensure correct information is being obtained. The broader the learning target the more questions that will need to be asked. Gather the bit of data act on it continue to assessment.HEARING FROM ENOUGH STUDENTS Sampling issues only arise with personal communication assessments, all other assessments allow all student participate. If asking oral questions we may ask a few students and take their answer to make a generalization of the whole class.Suggestions: Dont call on a student before the question is asked, call on volunteers and non volunteers (popsicle sticks), designate a speaker in small groups to speak for all, ask students to write responses- collect and randomly read aloud, voting (using clickers) 5. Traditionally teachers wait less than one second after asking a question before calling for response. This encourages responses to be brief and answer orientated, rather than reflective and thought out.Researcher found that if you pause after asking a questions it causes students to reflect and answer on deeper levels of thinking.We should not think of it as wait time rather as think time to ponder the question and formulate a response.When wait time is increased to 3-7 seconds it increases: Length of students responses Number if unsolicited responses Frequency of student responses Number of responses from lower achieving students Student to student interaction 6. Here we pose questions for students to answer or students pose questions for each other to answer, primarily used as formative. Gain information about student learning to plan and adjust instruction.We listen to students answers and interpret then to infer students levels of understanding, misconception, and act accordingly.Questioning should also be used to deepen learning and the types of student thinking. 7. Instructional questions should be thought of as an oral version of selected response or written expression. Thereare 2 keys to using questions in context Plan key questions in advance to align with target. Ask clear, brief questions help students focus on thequestion and responses Usuallyif used formatively. 8. Questionsmust be well thought out to provoke reasoning in student responses 3 suggestions: Label types of reasoning (comparing, analyzing,evaluation and so forth) to make sure specific types of reasoning are included If students are struggling to answer a question, rephrase the question and ask again before offering clues Invite students to elaborate, encouraging more complex contributions. 9. Students must feel safe responding honestly to questions, especially if they do not have confidence they are right. Creating a safe learning environment if importantHelp students know that incorrect responses only help them reach their ultimate goal as a successful learner.Establish expectations on how students will treat each other's contributions and emphasis that misconceptions are an opportunity to 10. Ways to maximize the learning students experience as a result of instructional questions. 1) Ask questions that summaries key points of learning. 2) Encourage students to interact with each others responses verse the teachers being the only responder.3) Model the response patterns that you would like to see from students Speculate on a topic encourage exploration of ideas Reflect on a topic I sometimes wonder.. deepen the exploration of the topic Cheerfully admit when you dont know the answer and model what to do about it. 4) Teach students questions stems that provoke patterns of reasoning for whatever content you are studying 11. Theauthors caution against the use of group instruction questions to be used for summative data. Summativeassessment are better taken on a one-on-one sampling. Theywarn that it is difficult to obtain accurate information due to sampling constraints and sources of bias 12. Class discussions can form as formative or summative depending on the intended purpose and learning target and might require the use of a rubric. When students participate in class discussions it reveals information about their levels of knowledge, conceptual understanding, reasoning abilities, which can all help plan for future instruction.Authors suggested using only to assess knowledge and reasoning skills due to sources of bias that may be introduced.These skills are being targeted to ensure that students are ready for college level discussions. 13. Takeadvantage of the strengths of this method while minimizing the cons through the follow steps: Prepare questions or discussion issues inadvance Find, modify, or develop scoring checklist or rubrics to reflect learning targets, suggest recording discussion and letting a colleague listen and score to ensure inter-rater reliability. In context of student achievement using tracking sheets, checklist or rubrics to score students, dont just rely on your memory. 14. Studentsmust be aware of the criteria they are being assessed on. Teachersmust make the distinction whether the students are being assessed on the content of their contributions or the form of their contributions or a combination. 15. Usedto determine what students know or would like to know. Can probe whether or not students have any underlying knowledge or previous understanding. Can be used to diagnose underlying instructional needs and plan for interventions. 16. Planin advance Avoid Yes or No Focus on progress toward learning targets Have work samples to discuss, and rubrics used to grade. 17. Letstudents know the purpose in advance. Give students a chance to prepare. Give students appropriate response time. Conclude the meeting with a summary and action plan. 18. Anotherexample of personal communication. Allows students to write down thoughts, feelings, and responses. Four types: Response Journals Dialogue Journals Personal Journals Learning Logs 19. Usedmost common in reading reflections. Teacher provides structured assignments to guide responses Ex: Describe characters, Trace evolving story, Compare characters 20. Teachthe students what is expected. Model for students then have them practice. Code students to write using higher order thinking skills. Allows students to self-evaluate and work independently. Can help motivate students to use various thinking skills 21. Capture ongoing conversations between student and teacher. Allows student to state where they see their progress being, and the teacher to respond. Give students opportunity to respond to comments or move on. 22. Least structured Provide students time each day to write/reflect in journals. Allows the teacher to see each students level of understanding. If teacher wants to focus topic, they must provide detailed prompt. 23. Studentskeep ongoing written records of their studies. Ex: Targets mastered, Targets found useful, Targets found difficult, Targets that were confusing 24. Bias:teacher or student Take notes Dont let personal views/filters get in the way. Have a good scoring rubric Have both individual and group discussion opportunities