COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage Two: Meeting Learners' Academic Needs

Institution	Kentucky Department of Education
Titel	COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage Two: Meeting Learners' Academic Needs
Quelle	(2020), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; COVID-19; Pandemics; School Closing; School Schedules; Distance Education; Online Courses; Knowledge Level; Educational Needs; State Standards; Academic Standards; Elementary Secondary Education; Evidence Based Practice; Formative Evaluation; Teaching Methods; Student Needs; Educational Objectives; Feedback (Response); Peer Evaluation; Self Evaluation (Individuals); Kentucky + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Schulzeiteinteilung; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Wissensbasis; Educational need; Bildungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This Stage Two Academic Re-entry guidance builds upon the Stage One guidance that was issued by the Kentucky Department of Education (KDE). Stage Two focuses on support on meeting the academic needs of learners through the formative assessment process. Formative assessment is a critical component of a balanced assessment system that can greatly impact student achievement. The process of eliciting, interpreting and using evidence as part of ongoing teaching and learning allows teachers and students to make adjustments focused on closing the gap between students' current level of understanding and the intended learning outcomes. Due to the extended remote learning that occurred during the spring of 2020, students may have more gaps than typically expected in their understanding of grade-level standards from the 2019-2020 school year. For teachers to meet the needs of their students and to close gaps, it is imperative that educators identify and implement evidence-based practices for incorporating formative assessment into their daily instructional routines. The minute-by-minute, daily and weekly use of formative process provides teachers with the information they will need to make instructional adjustments that moves learning forward for all students. The purpose of this guidance is to: (1) Define formative assessment and explain the benefits for students and teachers; (2) Describe four key strategies that support the formative assessment process; and (3) Identify instructional approaches for taking responsive action to address the needs of all learners. [For "COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage One--Drafting an Adjusted Curriculum," see ED611882.] (ERIC).
Anmerkungen	Kentucky Department of Education. 500 Mero Street 19th Floor, Frankfort, KY 40601. Tel: 502-564-3421; Fax: 502-564-6470; Web site: http://www.education.ky.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01