On-Going Assessment for
Increased Student Learning
What it is, why to do it and what are some things to do in the classroom ?
Presenter
Sue Mainville
Data and Assessment Specialist-Area 2
Here We Go!
• What is meant by on-going/assessment for
learning?
• Why use the practice?
• How can I use on-going/assessment for
learning to enhance what I currently do?
• simple ways to begin a classroom transition
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Ongoing Assessment is like a
GPS because…
Formative
Assessment
FOR
Learning
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Ongoing Assessment is NOT
• a test
• an interim test
• frequent summative assessments
It is NOT formative unless something
happens as a result of the evidence.
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Ongoing assessment is…
•
•
•
•
to question rather than explain.
to listen rather than talk.
to center on student learning.
to assess for learning.
The instruction must change as a result of the
assessment for it to be formative.
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Why Ongoing Assessment?
“Research reported shows conclusively that
formative assessment does improve learning.”
- Assessment in Education 1998
“Reports conclude that formative assessment will
improve student learning, even when not done
‘perfectly’.”
- James Popham, Ed.D (2011)
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Why Ongoing Assessment?
• It supports the learning process
by serving as practice for
students.
• It checks for understanding along
the way and provides the teacher
and student with feedback so the
student can improve.
• It inspires the student to do better
the next time.
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Why Ongoing Assessment?
• It gives students responsibility for their
learning.
• Moves learning forward
• It targets individual student needs
• It gives on-going feedback
• It works!
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Visible Learning: A Synthesis of over 800 meta analyses related to
achievement by John Hattie
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Brain Break
http://www.youtube.com/watch?v=
Zx9a7sxVeNM
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Assessment FOR Learning
Curricular components, classroom quizzes and activities
•
•
•
•
•
Includes instructionally embedded activities
Usually teacher/locally developed
Yields rich diagnostic information
Informs and focuses instructional decisions
Occurs when we are teaching the components
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Things to Consider
• Start small
• Teach students new class
structure and climate
• Ask fewer, better questions
• Allow students freedom to
discuss
• Explain to students their
responsibility in learning
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Ways to assess your students in
the learning process
•
•
•
•
•
•
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Foldable and Graphic Organizers
Read, write, pair, share
3-2-1
3 Facts and a Fib
Vote with your feet
Exit Slips
ELA strategies and assessments
Increasing the Rigor
in Multiple Choice Questions
George collected 489 rocks for his science project. Matthew
collected100 fewer than George. How many rocks did Matthew
collect?
a.389
b.479
c.589
d.379
Defend your answer and then
select another answer and explain why it is
incorrect.
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Next Steps
• Once you assess your students, take action
based on those results.
• reteach (usually in a different way based on their
learning style)
• peer tutoring
• small group
• one-on-one
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Data Management
• Clip boards
• Standards-based Grade Book
• Writer’s Journals
with Conference Sheets
Resources
Black, Paul & Wiliam, D.(2001). “Inside the Black Box -Raising Standards Through
Classroom Assessment”, King’s College London School of Education.
Balanced Assessment: The Key to Accountability and Improved Student Learning,
NEA (2003). http://www.nea.org/accountability/nearesources-accountability.html
Hattie, John,(2011). Visible Learning: A Synthesis of over 800 meta analyses related
to achievement.
“(In)formative Assessments,” Harvard Education Letter, 2006.
Partnership for the Assessment of Readiness for College and Careerswww.parcconline.org
Popham, James Ed. D, (2011).
Reeves, Doug, (2012). “The Leadership and Learning Center, Visible Learning:
Applying John Hattie’s Research to Maximize Learning in Your School”
(webinar), 1/23/12.
Illinois State Board of Education – www.isbe.state.il.us
Show Me the Strategies - http://fcstn.net/show%20me%20the%20strategies.htm
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Contact Information
Agurann H. Bates
ISBE-Thompson Building -Chicago, IL
abates@isbe.net
Dr. Brenda M. Arrington – Area 1a
ROE/Professional Development Alliance-Joliet , IL
barrington@pdaonline.org
Tim Farquer – Areas 3&4
Two Rivers Professional Development Center –Peoria, IL
timfarquer@gmail.com
Sue Mainville – Area 2
K.I.D.S. - Loves Park, IL
smainvil@kidsroe.org
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