GaTAPP Essentials:
Engagement,
Evidence,
Environment, Ethics
Evidence
EQ’s
What is Assessment?
 What is the relationship between
Curriculum, Assessment, & Instruction?

3
Vocabulary
Diagnostic
 Formative
 Summative
 Balanced
 Assessment

4
Vocabulary Frames
DIRECTIONS: This strategy will help you to learn
new vocabulary and concepts in class. Use the
following format to create flashcards:





Top Right Corner: Write the word's definition
Top Left Corner: Write the word's opposite and
cross it out
Lower Left Corner: Write a silly sentence that
uses the definition of the word
Lower Right Corner: Draw a graphic to help you
visualize the concept
In the Center: Write the word
Quick Write

What is assessment?

Document strategy in Strategy Log.
What is Assessment?




Process of gathering data
The ways instructors gather data about
their teaching and their students’ learning
Formal and informal process teachers
and students use to gather evidence for
the purpose of improving lessons.
A way of providing evidence for teachers
to give feedback to modify teaching and
learning activities and then redo, revise,
or modify instruction
8
Types of Assessments
Three Types of Assessments
Diagnostic
 Formative
 Summative

One-Sentence Summary






Count off by three’s.
Read articles & use text coding (on next
slide)
Discuss your assigned assessment type with
your group.
Draw a picture that represents your type.
Write a One-Sentence summary of your
assessment type.
Document strategies (text codes & onesentence summary) in your Strategy Log.
Diagnostic Assessment
Helps you identify your students’
current knowledge of a subject or skill
 Clarifies misconceptions before
teaching takes place
 Knowing students’ strengths and
weaknesses can help you better plan
what to teach and how to teach it

Examples of Diagnostic
Assessments
Pre-tests
 Self-assessments
 Interviews (brief, private, 10-minute
interview of each student)

Formative Assessments
Provides feedback and information
during the instructional process
 Measures student’s progress
 Measures teacher’s progress
 “What did you learn today?”

Formative Assessments
Information
 Flexible group formation
 Remediation
 Re-teaching
 Getting DATA and using that data to
drive instruction.

Formative Assessments

Snapshots taken over time that reveal
changes in the learning of students
17
Formative Assessments

Multiple snapshots, taken from different
angles and with different lenses, that
may reveal additional information about
the learning of students.
18
Summative Assessment

A snapshot that reveals how the
student learning looks at a specific
point in time.
19
Summative Assessment
Assessments that occur at the end of
a learning experience
 “What’s for dessert?”

20
Two Types of Assessment
Summative Assessment Formative Assessment
•Occurs when teachers use
evidence of student learning to
make judgments on student
achievement against goals and
standards.
•Usually formal
•Sums up student achievement at
a particular point in time
•Shows how the students are
progressing against the
standards
•Provides evidence to inform
long-term planning
•Provide evidence for teachers to
give feedback to modify teaching
and learning activities and then to
redo, revise, or modify instruction
•Used to adapt the instruction to
address students’ learning needs
•“provides feedback which leads
to students recognizing the
[learning] gap and closing it … it
is forward looking” (Harlen, 1998)
21
Two Types of Assessment
Summative
Formative Assessment
Assessment
Examples:
•Scholastic Aptitude Test
(SAT)
•Criterion Referenced
Competency Test (CRCT)
•End of Course Tests
(EOCT
•Benchmark assessments
•End of unit assessments
Examples:
•Classroom assignment
•Observations of student
work
•Teacher commentary and
feedback
•Worksheets, test, projects
•Classroom discussions
and dialogues
•Pre-test
22
Vocabulary Check ….
Complete vocabulary cards for
 Formative
 Summative
 Diagnostic
 Assessment
Same idea, different
vocabulary
 Summative
assessment =
Assessment of learning
 Formative
assessment =
Assessment for learning
24
Assessment for Learning
Article

Final Word Protocol

Document strategy in Strategy Log.
25
Debrief Process ….
Why are we using reading strategies
with articles?
 What applications does that have for
your classroom?

Assessment for Learning
(Formative Assessment)
Assessment of Learning
(Summative Assessment)
Checks learning to determine what to do next and Checks what has been learned to date.
then provides suggestions of what to do—teaching
and learning are indistinguishable from
assessment.
Is designed to assist educators and students in
improving learning.
Is designed for the information of those not directly
involved in daily learning and teaching (school
administration, parents, school board, Alberta
Education, post-secondary institutions) in addition
to educators and students.
Is used continually by providing descriptive
feedback.
Is presented in a periodic report.
Usually uses detailed, specific and descriptive
feedback—in a formal or informal report.
Usually compiles data into a single number, score
or mark as part of a formal report.
Is not reported as part of an achievement grade.
Is reported as part of an achievement grade.
Involves the student.
Does not always involve the student.
Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment Consortium, Refocus: Looking at
Assessment for Learning (Edmonton, AB: Alberta Assessment Consortium, 2003), p. 4. Used with permission from Ruth
Sutton Ltd
.
Critical Distinction
Summative Assessment (of Learning):
How much have students learned as of
a particular point in time?
Formative Assessment (for Learning):
How can we use assessments to help
students learn more?
28
A Balanced Assessment System
Assessment of
• Summative
• Norm referenced,
standardized
• A snapshot in time
Essential Question:
• What have students
already learned?
Assessment for
• Formative
• Teacher-created
• A moving picture
Essential
Question:
• How can we help
students learn
more?
29
Assessment Purpose
of Learning
for Learning
• Certify
• Inform students,
competence and/or teachers, and
sort students
parents about how
to improve
• Punishments or
rewards
• Transform, inform,
build, and adjust
• Administer, score,
report
• Set goals, use
results to improve
30
Assessment Procedures
of Learning
• End of teaching
• Periodic
• Limited formats
• Standardized
for Learning
• During teaching
• Continuous
• Full range of
methods and
formats
• Variable
31
Examples of Formative
Assessments
32
Sample Formative
Assessments
SS7CG2 The student will explain the structures of the
modern governments of Africa
a. Compare the republican systems of government in the
Republic of Kenya and the Republic of South Africa to
the dictatorship of the Republic of Sudan,
distinguishing the form of leadership and the role of
the citizen in terms of voting and personal freedoms.






Pre-test
Vocabulary check
Ticket out the door (vocabulary check)
Reading Check 1
Double Bubble Map
Reading Check 2
MCC4.NBT.2 Read and write multi-digit
whole numbers using base-ten
numerals, number names, and
expanded form. Compare two multi-digit
numbers based on meanings of the
digits in each place, using >, =, and <
symbols to record the results of the
comparisons.
Vocabulary check
 Quick Check 1
 Quick Check 2

You try …
With your triangle partner design at least one
formative assessment for the following
standard (element):
 Demonstrate how water changes states from
solid (ice) to liquid (water) to gas (water
vapor/steam) and changes from gas to liquid
to solid.
Your assessment does not have to assess
the whole standard – it can just assess a
piece of the standard.
 Write your assessment on chart paper and
post.

How would you assess?
Students will BE ABLE TO DO:
What will students Be Able To Do that will lead them to
understanding?
• Demonstrate water changing from solid to liquid to gas
• Demonstrate water changing from gas to liquid to solid
Discuss with your table partners. How would you assess these “do
statements”?
Would a worksheet be appropriate? Would a multiple choice or essay test
be appropriate? Why or why not?
Progress Check (Vocabulary Application)
Complete the statements –
Formative assessment is like a
__________ because ____________.
Summative assessment is like a
_________ because ___________.
37
Questions???
38
Assessment Quick Check
“You can enhance or destroy
students’ desire to succeed in
school more quickly and
permanently through your use of
assessment than with any other
tools you have at your disposal.”
Dr. Rick Stiggins
40
Assessment Methods

Selected Response
◦ Multiple Choice
◦ Short answer
◦ Label a diagram
Extended Response
 Performance Assessment

41
Subject
Multiple Choice Item
Mathematics
Which of the following fractions is equivalent to ¾?
A. 75/100
B. 18/64
C. 8/64
D. 3.4
Language Arts
Which of the following sentences is punctuated correctly?
A. He went to the store, because he needed milk.
B. The sun was bright and Mike didn’t have any sunglasses.
C. Because the power had gone out, no one was able to watch television.
D. Initially, Roger wanted to join the army, instead of going to college
Science
Which of the following is an accurate statement about Venus?
A. It is composed mostly of carbon dioxide.
B. It is covered by thick clouds of sulfuric acid.
C. It is believed to have had water that has all boiled away.
D. It is surrounded by rings.
Social Studies
The best definition of immigration is:
A. Entering a new country to settle permanently
B. Moving from one neighborhood to another
C. Driving through one state to get another
D. Traveling from one country to another on vacation
Extended-Response Examples
Imagine going back in time to the early
1900s. How would the length of the
school year, financial support for
school, ages of children required to
attend school, and racial segregation
compare with those of today?
43
There are seven multiplication problems
below. All the work is shown, including
the answers. Two of the answers are
correct and five answers are incorrect.
Identify the five incorrect answers.
Justify your response.
or
Identify and fix the five incorrect
answers. Justify your response.
Performance Assessments
Complex challenges that mirror the
issues and problems faced by adults
who work in real-life careers in that
content area.
 Yield one or more tangible products
and/or performances.







Involve a real or simulated setting and the
kind of constraints, background “noise”,
incentives, and opportunities an adult would
find in a similar situation (i.e. they are
authentic)
Includes interdisciplinary skills
Typically require the student to address an
identified audience (real or simulated)
Based on a specific purpose that relates to
the audience
Allow students greater opportunity to
personalize the task
Not secure: The task, evaluative criteria, and
performance standards are known in
advance.
Performance Assessments
Completed at the end of the unit (or
throughout)
 MUST have a rubric for scoring!
 Students get a copy of the
assessment AND the rubric at the
beginning of the unit

Examples …
A group of nine foreign students is visiting your
school for one month as part of an international
exchange program. (Don’t worry, they speak
English!) The principal has asked your class to
plan and budget a four-day tour of Virginia to
help the visitors understand the state’s impact on
the history and development of our nation. Plan
your tour so that the visitors are shown sites that
best capture the ways that Virginia has
influenced our nation’s development. Your task is
to prepare a written tour itinerary, including an
explanation of why each site was selected.
Include a map tracing the route for the four-day
tour and a budget for the trip.
 From the mountains to the seashore (history,
geography: grades 6 – 8).

Argumentative/Opinion: You and your group will interview an adult
(likely someone from the school or community) whom you all
respect. Your goal is to determine who his or her heroes are, and
what qualities he or she feels heroic people possess. Your
completed project will be in video format
(iMovie or MovieMaker), and must include:
 a title and a central message about heroes
 your scripted, recorded audio commentary
 at least 6 different images with effective transitions (video
footage of the person talking, still shots of the person, images or
objects related to the person’s story, pictures of objects that
relate to the person’s interview, pictures of heroes listed, etc.)
 at least 2 sounds other than your commentary (a song that
reflects heroism, a song the person you interviewed loves, a clip
of him/her speaking, a favorite quotation relating to heroism,
etc.)

9th ELA
Playing the role of a trainer at a health
club, you will develop a fitness program,
consisting of aerobic, anaerobic, and
flexibility exercises, for a new client.
The fitness plan needs to take into
account the client’s lifestyle, age,
activity level, and personal fitness
goals. You will be given detailed
descriptions of various clients.
Fitness plan (physical education and
health, secondary level).
Task:
Stores send out flyers to entice customers
to come in and shop the deals. Your task
is to create a brochure that compares the
prices of items bought at different stores.
You will find three different items that are
in two different flyers and cut them out. On
your brochure calculate the unit rate and
say which store you should go to for the
best buy. Think - How can you attend to
precision?
 Middle Grades Math
How do you know what
method of assessment to use?
Look at your standard …
Knowledge – Knowing/Understanding
◦ Describe the causes of the Civil War
 Reasoning – Using Knowledge to solve
problems
◦ Analyze the effects of the Sahara desert on
the population of Egypt
 Performance – Must be seen/heard to assess
(NOT performance assessments)
◦ Students will read a passage fluently
 Product – concrete evidence of proficiency
◦ Construct a pie graph to show ….

53
Practice 1
S4E3. Students will differentiate between the
states of water and how they relate to the
water cycle and weather.
a. Demonstrate how water changes states
from solid (ice) to liquid (water) to gas
(water vapor/steam) and changes from gas
to liquid to solid.
Practice 2
MCC4.NBT.2 Read and write multi-digit
whole numbers using base-ten
numerals, number names, and
expanded form. Compare two multi-digit
numbers based on meanings of the
digits in each place, using >, =, and <
symbols to record the results of the
comparisons.
Practice 3
SS7CG2 The student will explain the
structures of the modern governments of
Africa
a. Compare the republican systems of
government in the Republic of Kenya
and the Republic of South Africa to the
dictatorship of the Republic of Sudan,
distinguishing the form of leadership
and the role of the citizen in terms of
voting and personal freedoms.
Practice 4
Task:
Stores send out flyers to entice customers
to come in and shop the deals. Your task
is to create a brochure that compares the
prices of items bought at different stores.
You will find three different items that are
in two different flyers and cut them out. On
your brochure calculate the unit rate and
say which store you should go to for the
best buy. Think - How can you attend to
precision?
Now you do ….

Look at the standard(s) you analyzed
and determine if they are knowledge,
reasoning, performance, or product.
Outcome-Method Match
Selected Response /
Short Answer
Extended Written
Response
Performance
Assessment
Knowledge
Good match for
assessing mastery of
elements of
knowledge.
Good match for
tapping
understanding of
relationships among
elements of
knowledge.
Not a good match –
too time consuming to
cover everything.
Reasoning
Partial match – good
match only for
assessing
understanding of
some patterns of
reasoning
Good match – Written
descriptions of
complex problem
solutions can provide
a window into
reasoning proficiency.
Good match – Can
watch students solve
some problems and
infer reasoning
proficiency.
Performance
Not a good match – Can assess mastery of
the knowledge prerequisites to skillful
performance, but cannot rely on these to tap
the skill itself.
Good match – Can
observe and evaluate
skills as they are
being performed.
Products
Not a good match –
Can assess mastery
of knowledge
prerequisite to the
ability to create
quality products, but
cannot use to assess
the quality of products
themselves.
Good match – Can
assess the attributes
of the product itself.
Partial match – strong
match when the
product is written. Not
a good match when
the product is not
written.
62
What assessment would you
use?
S4E3. Students will differentiate between the
states of water and how they relate to the
water cycle and weather.
a. Demonstrate how water changes states
from solid (ice) to liquid (water) to gas
(water vapor/steam) and changes from gas
to liquid to solid.
What assessment would you
use?
MCC4.NBT.2 Read and write multi-digit
whole numbers using base-ten
numerals, number names, and
expanded form. Compare two multi-digit
numbers based on meanings of the
digits in each place, using >, =, and <
symbols to record the results of the
comparisons.
What assessment method
would you use?
SS7CG2 The student will explain the
structures of the modern governments of
Africa
a. Compare the republican systems of
government in the Republic of Kenya
and the Republic of South Africa to the
dictatorship of the Republic of Sudan,
distinguishing the form of leadership
and the role of the citizen in terms of
voting and personal freedoms.
What assessment method
would you use?
Task:
Stores send out flyers to entice customers
to come in and shop the deals. Your task
is to create a brochure that compares the
prices of items bought at different stores.
You will find three different items that are
in two different flyers and cut them out. On
your brochure calculate the unit rate and
say which store you should go to for the
best buy. Think - How can you attend to
precision?
Now you practice …

What assessment method would you
use for your standard?
Progress Check – Shape
Reflection Log
What
questions are
circling
around in my
head?
What squares
with my beliefs?
Three points
worth
remembering
Document strategy in strategy log.
68
Final thoughts on Assessment

Never allow students to leave your
classroom until you assess what they
have or have not learned.
Assessment Uses
Read article on “Assessment Uses”
 Use coding on next slide to interact
with the text.


Share one thing you learned or were
surprised about from the article with
your elbow partner.
Monitor student learning using data
 Give effective and timely feedback

Monitoring Instruction

Formative assessments
◦ Usually not “graded”
◦ So how do you track progress?
 Individual Students?
 Class as a whole?
Student Data Analysis

MCC5.NF.1 Add and subtract fractions with
unlike denominators (including mixed numbers)
by replacing given fractions with equivalent
fractions in such a way as to produce an
equivalent sum or difference of fractions with like
denominators.

MCC5.NF.3 Interpret a fraction as division of the
numerator by the denominator (a/b = a ÷ b).
Solve word problems involving division of whole
numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual
fraction models or equations to represent the
problem.
With your Star partner, look at the
student work samples.
 Analyze the work samples:

◦ Which questions were missed by which
students?
◦ Overall, how did the class do on the
assessment?
◦ What would your next steps be with
instruction?
Quick Check
Muddiest Point:
What is your muddiest point about
assessment?
Document strategy in Strategy Log.
Feedback to Students

Read handout on feedback

What does Danielson have to say
about feedback?
Hattie
Descriptive and Evaluative Feedback
Evaluative Feedback





Often comes at the end of
learning
Tells the learner how he or she
has performed compared to
others or what was to be
learned
Is communicated using
numbers, letters, checks, or
other symbols
Students usually understand
whether or not they need to
improve.
Students do not have enough
information to understand what
they need to do differently to
improve.
Descriptive Feedback






Comes during as well as after
the learning
Is easily understood and
relates directly to the learning
Is specific so performance can
improve
Is part of an ongoing
conversation about the
learning
Is in comparison to models,
exemplars, samples, or
descriptions
Is about the performance or
the work, not the person
80
Let’s Practice …
At your table, decide if the statements
on the next slide are feedback (think
back to Danielson’s definition).
Remember: Global comments such as
“very good” do not qualify as
feedback.
81
1.
2.
3.
4.
5.
6.
I know you are capable of better
work.
Your solution is correct. What
supporting evidence can you include
with your work?
Is your solution unique? If so, can it
be generalized for all cases? If not,
please demonstrate another solution.
I really liked your work.
You need to make your explanation
longer.
Good job on this task.
82
Apply what you have learned:
With your Star partner:
 Choose one of the student work
samples and provide effective
feedback for the student.
Quick write
Respond to the following in your
Reflection Log (5 minutes):
 Assessment is a vital part of every
classroom because ______.
Writing Sequence Descriptions
(Vocabulary Strategy)
Diagnostic
 Formative
 Summative
 Balanced
 Assessment
