PGES: USING ASSESSMENT IN
INSTRUCTION
Amy Cody Clancy
WVMS- Grade 8
National Board Certified- EA/ELA
PGES DOMAINS INVOLVED:
BASICS OF ASSESSMENT IN
INSTRUCTION
STIGGINS
Why Assess?
 Assess What?
 Assess How?


Communicate How?
From Classroom Assessment for Student Learning. Stiggins, Arter, Chappuis, Chappuis2004.
1. IDENTIFYING LEARNING OUTCOMES
Core Ability statements
 Measurable/Observable skills and knowledge
 “I Can” Statements


These are done for you in various venues…
DECONSTRUCTED CCS- KY
“LEARNING OUTCOMES”
http://education.ky.gov/curriculum/docs/pages/ela
-deconstructed-standards.aspx
 http://www.muhlenberg.kyschools.us/ELA_Math
%20Standards/8th%20grade%20ela.htm (with “I
Can” statements)
 Benefit:


Knowledge and reasoning targets (learning outcomes)
have already been defined.
CURRICULUM MAPS
http://www.jefferson.k12.ky.us/departments/ghee
ns/Curriculum%20Maps/2012_2013/CM_Mid_EL
A.html
 I Can Statements, activities for learning, Sample
Performance Tasks, Sample Activities, RTI, Key
Vocabulary, Formative Assessment

TEACHER GUIDANCE K-5
https://www.georgiastandards.org/CommonCore/Pages/ELA-K-5.aspx
 Provides “teacher guidance” link
 Skills for students/strategies for teachers, sample
task and key vocabulary for each standard.

2. IDENTIFYING ASSESSMENT METHODS
Formative assessment techniques monitor
student learning during the learning process.
The feedback gathered is used to identify areas
where students are struggling so that instructors
can adjust their teaching and students can adjust
their studying.
VS.
 Summative- high stakes, end of a unit,
measures student achievement of learning
outcome(s).

A DIAGNOSTIC CONTINUUM

Preassessment


Formative Assessment


(Finding Out)
(Keeping Track & Checking -up)
Summative Assessment

(Making sure)
PRE-ASSESSMENT
provides data to determine options for students
 helps determine differences before planning
 helps teacher design activities that are respectful
and challenging
 allows teachers to meet students where they are
 identifies starting point for instruction
 identifies learning gaps
 makes efficient use of instructional time

PRE-ASSESSMENT
What do the students already know?
 What instruction/learning opportunities are
needed for mastery?
 What needs re-teaching/further practice?
 What grouping can result? (small groups,
partners, whole class, etc.)

TYPES OF PRE-ASSESSMENT
Pre-test
 Graphing for Greatness- self monitoring charts
 Inventory
 KWL
 Checklist
 Observation
 Self-evaluation
 Questioning

FORMATIVE ASSESSMENT
depicts student’s life as a learner
 used to make instructional adjustments
 alerts the teacher about student misconceptions
“early warning signal”
 allows students to build on previous experiences
 provides regular feedback
 provides evidence of progress
 aligns with instructional/curricular outcomes

TYPES OF FORMATIVE ASSESSMENT

Entrance/Exit Slips
List two important concepts or ideas from today’s
lesson
 Explain--- How is X different from Y?
 Explain one idea (concept, skill) you still don’t
understand.
 Define- Quick, informative, helps you to plan your
lessons or re-teach.

CHECKS FOR UNDERSTANDING
Mini Whiteboards for response
 Thumbs up, down or sideways
 Active Response systems (clickers)
 “Try it” – individual- non-graded attempt at
showing what they are able to do/what they
know.
 Pre-tests
 See printed list of others

ASSESSMENT RESOURCES
Mastery Connecthttp://www.masteryconnect.com/home
 PARCC- http://www.parcconline.org/classroom
 NAEP Questions Toolhttp://nces.ed.gov/nationsreportcard/itmrlsx/searc
h.aspx?subject=reading
 EQuIP- http://www.achieve.org/EQuIP (CCS
vetted units and reading models Grade 3-12)

ON DEMAND
CCPS Literacy Wikihttps://iweb.clarkschools.net/wiki/pages/t43136g3
B/On_Demand_Training_Materals_%2858_grades%29.html
Grades 5-8 from start to finish materials and
prompts.


PD 360- On Demand Community
3. TRACKING RESULTS

Students Keep Track- see forms in packet
Quarterly or unit by unit reflection
Teacher keeps track

•
Plus/Minus; scores; grade book (New IC features), Group by
high/medium/low

Checklists by skill/standard

Conferencing

Assessment stations

Exit Slips
How do you keep track of student progress?


4. USING RESULTS

Re-teaching
Whole Class
 Small Group
• Clarifying misconceptions, mini-lesson(s)
• Differentiation
• Moving on or scaffolding instruction

EXAMPLE

Pre-test on grammar- parts of speech
Those who scored well- small groups using parts
of speech in challenging way (“Jabberwocky”)
 Those who were not quite there- practice in small
groups and/or with partners with quick test out when
they feel they are ready.
 Those who do not know it all- practice in small
group, to partner, to individual- teacher small group
instruction- short assessments leading to whole
assessment.

RESOURCES:
Achieve the Core
 Common Corezilla
 Jefferson County Public School- The Gheens
Academy for Curricular Excellence and
Instructional Leadership
 English Companion Ning
 Corestand
 cc.betterlesson.com

RESOURCES AND PPT POSTED AT:
http://mscodysclass.wikispace
s.com/Assessment+Materials+
KCTELA2014