What do you think?
The most effective method
for assessing my students is
to use a large end of unit test.
Students have varied learning needs. Students
learn in different ways, so teachers could invite
students to demonstrate their learning using
various assessment tools:
 Authentic tasks
Projects, Research, Technology
Performances
Conversations, explanations
Portfolios, E-portfolios
Student designed projects
Quizzes or Tests
What do you think?
I don’t have time to use formative
assessments. They are not
important. The only learning
evidence that I need to gather is at
the end of a unit of study. This is
the best time to find out what my
students know and can do.
Rick Wormeli Video
It depends. How will you be using the
information?
 If students will be given the opportunity to
improve their learning, then the assessment is
formative. This form of assessment is ongoing,
descriptive, timely & shows where the student
did well and what needs to be adjusted.
If you are gathering this information to inform
your instruction to plan for the next steps in
learning then the assessment is formative.
Formative assessments are used to inform
students about their own personal learning.
If you are collecting information to report on
what a student knows, understands and can
do at the end of a learning block, then it is a
summative assessment.
Intended summative assessments can also
be used as formative assessments if the
evidence clearly shows that students have
not achieved the intended learning
outcomes.
Summative assessments are used to inform
others about students progress, & students
about themselves.
What do you think?
When I plan lessons, I should start
with the end in mind.
Planning with the end in mind gives you a clear
understanding of what you want your students to
Know, Understand, and Do at the end of the
teaching/learning process.
Identify desired results
 Determine acceptable evidence
 Plan learning experiences & instruction
What do you think?
I do not need to worry about
involving my students in coconstructing the criteria for
success.
That is the work of
the teacher.
By allowing students to be participants in
creating the criteria, students become a part of
the assessment process.
Students are clearly aware of the learning
outcomes and expectations of the teacher.
Students will be able to “see” what the end
result needs to look like.
Getting students involved with setting success
criteria eliminates the chance for any surprises…
It creates a tool for students to use for self
assessment.
What do you think?
Students learn best after a test
has been graded. They can
then see the mistakes they
have made, make corrections
so they will not make the same
mistakes again.
It Depends…
Students can only learn from their graded work
if they are given opportunities for revision, with
teacher descriptive feedback.
Feedback should be descriptive so that students
understand what they need to do to improve.
Students should become effective at self
assessing so that they know where they are, and
what they need to do to get to the “end.”
What do you think?
If I allow students to self-assess it
will appear as though I am not
doing my job. I should see every
piece of work at every stage of its
development.
 Self assessment allows students to take
ownership of their performance based on
the established criteria.
 The teacher’s role is critical for an effective
self- assessment process.
Self-assessment promotes the development
of independent learners.
Students need to be given opportunities to
reflect upon their own learning.
What do you think?
If a student does not hand in
assigned work, I will give them a
grade of zero…every time.
Reporting
Report Card grades are based on:
Achievement of outcomes and standards
Multiple and varied opportunities to
demonstrate achievement
Most consistent performance
Special consideration for the more recent
information…not necessarily an average
What do you think?
I must include all formative and
summative assessment results in
my reporting of student
achievement.
Everything does not have to be included in
the “reported” grade.
It is reasonable to negate a mark if the
student has demonstrated the learning
outcome consistently at a different point in
time.
Most recent evidence of learning
completely replaces out-of-date evidence
for a particular learning outcome when it is
reasonable to do so.
What do you think?
If the parents of my students are
well informed about learning
outcomes and how their child is
progressing, there is less of a
chance of “surprises” and angry
phone calls from parents.
DEFINITELY!
Be sure to speak in
student & parent friendly
language, always.
Summary:
When assessing students, make sure :
Assessments relate to the learning
outcomes
Assessments are criteriareferenced
Grades are based on individual
achievement-not on behaviour.
Records are easy to be updated.
You aren’t just an “accountant”consider the whole picture.
To use quality assessments.
Students are involved in the
assessment process.
Thank you!
 Teachers Make a Difference
From:
Julie & Dianne