Assessment Survey
What do you think?
Solo-Silent Write
Record your
responses on the
Assessment Survey
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MODULE 4 : USING
ASSESSMENT TO DRIVE
INSTRUCTION
HOW WILL I KNOW IF MY STUDENTS ARE
LEARNING/HAVE LEARNED?
Participant Responsibilities
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3
Review of Previous Modules
• Overview; Catalyst Teacher
• Learning Cycle
• Managing the Learning Environment
DESIRED OUTCOMES
• We will:
– Identify the differences between pre-assessment
(diagnostic), formative, and summative
assessments.
– Articulate the need for using assessments to drive
instruction.
– Identify appropriate formative assessment tools.
– Identify ways to use assessment data to track
student progress, differentiate instruction, and
celebrate success.
A-Z List
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Assessment Survey
Line-Up
Some educators would continue
to teach their unit on navigation
while the ship is going down.
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Why Do You Assess?
In your group:
– Think about your current assessment practices.
– Discuss the reasons why you assess students.
Why Assess?
•
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•
•
•
To determine student readiness.
To plan instruction.
To monitor student progress.
To modify instruction.
To determine mastery of content.
• “Assessment is today’s means of
understanding how to modify
tomorrow’s instruction.”
Carol Tomlinson
Assessment has more to do with helping
students grow than with cataloging
their mistakes.
Carol Tomlinson
So …
• Assessment beFORe learning
• Assessment FOR learning
• Assessment OF learning
Components of Assessment
Examining the Assessment Sequence
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When Do You Assess?
• Most teachers assess students at the end of
an instructional unit or sequence.
• When assessment and instruction are
interwoven, both the students and the
teacher benefit. The next slide suggests a
diagnostic continuum for ongoing assessment.
On-going Assessment:
A Diagnostic Continuum
_____________________________________
Preassessment
Formative
Summative
(Finding Out)
(Keeping Track &
Checking –up)
( Making Sure)
Pre-assessment Is…..
Any method, strategy or process used to
determine a student’s current level of
readiness or interest in order to plan for
appropriate instruction.
Assessment beFORe Instruction
Guides initial planning
Used to determine readiness –
What students know, understand and can do
(KUD)
This can be used to determine interest
and learning preference.
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Designing a Pre-Assessment…
• How do we assess the gap between what we
know about students and what performance is
expected of them for the final assessment of
the next unit?
• And how should teacher decide on a method
of pre-assessment?
Three Questions that Help…..
1. What do I know about my students now?
2. What is the nature and content of the final
assessment for this unit or period of time?
3. What don’t I know about the content
knowledge, the critical thinking, and the
process or skill demonstration of my
students?
Pre-Assessment
To determine what students already know
Before instruction and during initial plannin
THE RESULTS
As a preview of what they need to know, un
THE RESULTS
To guide initial instruction, to make groupin
learning experiences
Products, conversations, observations to as
or mastery.
What the research says-• “There is a diagnostic aspect to all formative assessment,
and diagnostic information can inform both students’
studying and teachers’ teaching. The key is having a
concept of the goal or learning target, which originally is
the teacher’s, but which ideally the student will internalize,
eventually setting his or her own goals and monitoring
progress toward them.”
Sadler, 1989; Gipp, 1994 cited in Brookhart 2001
• “Students who could identify their learning scored 27
percentile points higher than those who could not.”
Marzano, 2005
Formative Assessment
Assessment FOR Learning
On-Going (Formative) Assessment
 administered by the teacher to check for
understanding
 Can be formal or in-formal
 Students taught to reflect on their learning
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Formative Assessment Is….
• Assessment for learning rather than
assessment of learning.
• An instructional tool that teachers and
students use while learning is occurring.
• An accountability tool to determine if learning
has occurred.
• Focused on the learning process and the
learning progress.
• COLLABORATIVE and FLUID
Teachers must have clarity about what students
should know, understand, and be able to do
Students can hit
any target they
can clearly see
and which
stands still for
them.
--Rick Stiggins, educator and
assessment expert
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Students are able to:
•clearly understand and articulate their
individual learning targets
•personally monitor what they are learning
•use the feedback to make adjustments in
their understanding
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The Seven Strategies
of Assessment for Learning
Where am I going?
1.
2.
Provide a clear statement of the learning target
Use examples and models
Where am I now?
3.
4.
Offer regular descriptive feedback
Teach students to self-assess and set goals
How can I close the gap?
5.
6.
7.
Design focused lessons
Teach students focused revision
Engage students in self-reflection; let them keep track
of and share their learning
What the research says-• “Research shows that formative assessments might be
one of the more powerful weapons in a teacher’s
arsenal.”
Marzano, 2007
• “Improved formative assessment helps low achievers
more than other students and so reduces the range of
achievement while raising achievement overall.”
Black and Wiliam, 1998
• “The effect of assessment for learning on student
achievement is some four to five times greater than
the effect of reduced class size.”
Stiggins, 2006
Formative Assessments
PURPOSE
To guide and adjust instruction and
provide student feedback.
To provide evidence of progress and
learning over time.
WHEN
Regularly and frequently during lessons
and units.
On-going assessment? Why?
HOW STUDENTS USE THE RESULTS
To self-monitor understanding and
progress.
HOW TEACHERS USE THE RESULTS
To check for understanding in order to
adjust and differentiate instruction.
WHAT
Rubrics, exit slips, self-assessment
checklists, conferences/anecdotal records,
questions, conversations
Corners
Which shoe fits your readiness to use more
Pre-assessment
and On-going assessment? Why?
Red High Heel
Muddy Boot
Fuzzy Slipper
Athletic Shoe
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Summative Assessment
• Assessment OF Learning
• To determine a student’s mastery of knowledge
• To monitor progress and evaluate the overall
success of both students and instructional
programs on a long-term basis.
• Ongoing summative assessment represents an
important tool for monitoring student progress
across time—both a single year and multiple
years—and across subject areas.
What the research says-• “Assessments of learning that contribute to a
report card grade can affect students’ motivation
to learn.”
Stiggins, 2006
• Theory about classroom assessment and
formative assessment may need to include some
references to summative assessment, and vice
versa, in order to describe more adequately the
cyclical process successful students apparently
construct for themselves
Sebatane, 1998
Summative Assessment
PURPOSE
To determine if students have mastered
what they should know, understand and
be able to do.
WHEN
End of lesson, unit, course, year
HOW STUDENTS USE THE RESULTS
To gauge their progress towards course or
grade-level expectations
HOW TEACHERS USE THE RESULTS
To provide feedback, to indicate progress
and to inform future instructional
decisions.
To determine a grade that represents
what the student knows, understands,
and is able to do.
WHAT
Projects, portfolios, paper and pencil
tests, FCAT, exit exams, district
assessments, presentations
Sources of Assessment Information
What should I use to assess my students?
Conversations
Student-teacher
conferences,
oral presentations,
peer conferences,
group work
Observations
Cooperative learning
teams, working with
manipulatives, roleplays,
demonstrations,
experiments
Tree Map Activity
In your group:
– Analyze the assessments that you wrote on your
sticky notes.
– Determine whether they are diagnostic,
formative, or summative.
– Place your assessments on your tree map under
the correct category.
Reflect on Tree Map
• BREAK
Putting the Pieces Together
Diagnostic Assessment
Pre-assessment is the process that Mrs. Lanier
uses to determine soil’s readiness for planting.
Using a test kit, she collects and analyzes data,
then adjusts the soil accordingly. By checking
the soil first, she knows what and how to
prepare for the different types of vegetables
that she plans to grow.
Formative Assessment
Formative assessment is the process that Mrs.
Lanier uses to feed and water the vegetables
appropriate to their needs—directly affecting
their growth. She may base these needs on
continued testing of the soil as well as
observation and conversations with the
garden representatives at Home Depot.
Summative Assessment
Summative Assessment is the process Mrs.
Lanier uses to measure her vegetables to
determine if they met the industry standard.
She finds it interesting to compare
measurements among the different
vegetables; however, this information does
not affect the growth or appearance of the
plants.
I’ve assessed: NOW WHAT??
Assessment results guide decisions to adjust:
–
–
–
–
Content
Process
Product
Learning Environment
To support students in their
– Readiness
– Interest
– Learning Profile
Thus encouraging maximum growth and individual
student success.
Differentiation of Instruction
Differentiated Instruction
is
A teacher’s response to a learner’s needs
respectful tasks
clear
learning
goals
guided by general principles of
differentiation, such as
ongoing assessment
and adjustment
flexible grouping
positive learning environment
teachers can differentiate
Content
Process
Product
based on students’
Readiness
Interest
Learning profile
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Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center
Planning for Meaningful Differentiation
Examining the Assessment Sequence
1
Identify
Desired
Results
(KUD)
2. Pre-Assessment
3. On-going (Formative)
Assessment
1. Summative Assessment
2
Determine
Acceptable
Evidence
3
Plan
Learning
Experiences
Grading in a Differentiated Classroom
• Grades should be based on clearly specified
learning goals that are communicated to
students.
• Measure what you mean to measure.
• Grades should be criterion-based not normbased.
• Avoid grading on a curve
Key Concepts
• Norm –referenced Tests : determine a
student’s placement on a normal distribution
curve. Students compete against each other
on this type of assessment.
• The GRE, SAT, and ACT are examples of Normreferenced tests.
Key Concepts
Criterion-Referenced Tests:
 assess what concepts and skills students
have learned from a segment of instruction
 measure how well a student performs
against an objective or criterion rather than
another student
Examples: classroom quizzes and exams that
are based on course objectives.
Grades in a Differentiated Classroom
• Avoid averaging zeros into final grades.
• Avoid group grades.
• It is unwise to over-grade work. The most
current information is likely the most accurate
depiction of a student’s learning.
• Avoid penalizing students’ multiple attempts at
mastery.
Response to Intervention (RtI)
Response To Intervention
RtI is the practice of…
• providing high-quality instruction/intervention
matched to student needs
• using learning rate over time and level of
performance to make important educational
decisions
In other words, RtI is a school wide model.
RtI will help us improve education for all students.
***add info to show integration of
assessment to RtI
• Utilize frequent, up-to-date assessment data
• Ensure that the assessments target the area needing
intervention
• The assessments should be sensitive to small amounts of
growth
Tracking Student Progress-Informal
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Exit Card
Teacher Checklist
Student Self-Assessment Checklist
Question and Answer during Lesson
Thumbs up/Thumbs down
White Board Responses
Classroom Performance System (CPS)- clickers
Tracking Student Progress- Formal
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•
•
Portfolio
Student Led Conferences
Grade Cam
School Specific Data Collection Sheets
Data Walls
Progress Monitoring Plans (PMP)
Graphing Me Chart
I am excellent at
this
I am very good at
this
I am fairly good
at this
I can do this if I
work hard
I am not very
good at this-but I
want to learn
I am really not
good at this
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Reinforcing Effort
• What are you doing to celebrate student’s
progress toward mastery?
LEARNING GOAL 4
LEARNING GOAL 3
Recognition
LEARNING GOAL 2
LEARNING GOAL 1
READINESS
Multiple Attempts at Mastery
The consequence for a student who fails to
meet a standard should not be a low grade,
but rather the opportunity- indeed the
requirement – to resubmit his or her work.
One of the most consistent practices of effective
teachers is the provision of multiple
opportunities to learn.
For many students, year upon year of
“not good enough” has eroded their
self-confidence and motivation.
Celebrating Success
Stop to acknowledge attainment
of learning targets in order to
encourage success for mastery
of standard.
Little successes build on each
other, giving confidence to
tackle the next challenge.
What’s Next
• Module 5
– We will learn how to incorporate instructional
strategies in lesson and unit plans.
Process
EXIT CARDS
3 things that made sense to you
2 things you plan to use
1 question that you have
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