Assessment

Why do we assess?

– To assist student learning

– To identify students’ strengths and weaknesses

– To assess the effectiveness of a particular instructional strategy

– To assess and improve the effectiveness of curriculum programs

Why do we assess?

– To assess and improve teaching effectiveness

– To provide data that assist in decision making

– To communicate with and involve parents

– Provides students with feedback on their performance

Formative Assessments

Formative Assessments • Think of this as assessment “for”

learning

• Characteristics of Formative Assessments – They are ongoing– They support learning during the

learning process– Guide teacher in decision making

about future instruction– Allow the teacher to check for

understanding– Are not graded (some of the time)– Give students feedback on their

learning

Examples - Adapted from Scholastic website

• Summaries and Reflections – Students stop and reflect, make sense

of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their thinking skills.

– These require that students use content-specific language.

– Exp: Exit Slip, Summaries can be verbal or written, research journal

Examples - Adapted from Scholastic website

• Lists, Charts, and Graphic Organizers – Students will organize information,

make connections, and note relationships through the use of various graphic organizers.

• Observations

• Visual Representations of Information – Students will use both words and

pictures to make connections and increase memory, facilitating retrieval of information later on.

– This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing."

Examples - Adapted from Scholastic website

• Collaborative Activities – Students have the opportunity to

move and/or communicate with others as they develop and demonstrate their understanding of concepts.

– Exp: Think-Pair-Share

Examples - Adapted from Scholastic website

• Interview/Conference with Journals– Have a list of “guiding” questions that

you would like to ask students although their answers will guide the conversation.

Can you think of any formative assessments I have not mentioned?

Examples - Adapted from Scholastic website

Summative Assessment

Summative Assessments• Think of this as assessment “of”

learning– Typically used to evaluate the

effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time.

– The goal of summative assessments is

to make a judgment of student competency after an instructional phase is complete

– These are graded.

Examples of Summative Assessments

• Final Exams• Quarterly Assessments• End of Chapter Test• Quizzes• State Standardized Test (MEAP)

Types of Assessments

• Look at pages 57-58 in the Vellom Book

• Types are– Selected Response Format– Brief Constructed Response– Performance Based

Putting the test together• Look at the Deb Wahlstrom

handout

• This handout give you information general guidelines for constructing a high-quality paper/pencil test

• Make sure you use these guidelines when creating your summative assessment for your Unit Plan

Modifying Assessments

Specials Needs Learners

• You will need to modify assessments for special needs learners

• The modifications you make depends on the type of assessment you are giving

• You will need to include modifications on the assessment for your unit plan

Suggestions for Modifications

• Multiple Choice– Give only 3 choices instead of 4

• Fill in the blank– Give students a work bank

• Fill in the diagram– Give students a word bank

Suggestions for Modifications• Matching

– Chunk information so it’s not so overwhelming. For example: If you have 10 matching items, break it up into two groups of five. That means less choices and less confusion.

_____ 1. The part of the eye that has color A Vitreous humor

_____ 2. A nerve cell in the eye that is sensitive to white, black, and shades of gray B Lens_____ 3. Clear, tough membrane, like a contact lens that allows light to enter C

Rods_____ 4. Jellylike fluid that fills the eye D Iris 

_____ 5. The white of the eye E Optic Nerve_____ 6. A hole in the eye – the size of the hole changes if iris gets bigger or smaller AB

Cornea _____ 7. A layer of light sensitive nerve cells, which contains rods and cones AC

Pupil_____ 8. Transmits nerve impulses from the rods and cones to the brain AD Retina 

• Essay/Short Answer– Provided guided questions or sentence

starters

• Test Length– Shorten the test

• Other modifications– Test read orally– Student answers verbally– Longer testing period– Small group testing

References• Scholastic located at

http://www2.scholastic.com/browse/article.jsp?id=3751398