ASSESSMENT

Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson and The Successful Classroom: Training Teachers to Succeed

by Region 4 Educated Solutions

PURPOSE OF ASSESSMENT Assessment is a very important piece in

a standards-based educational system because, when used properly, it is the tool that illustrates whether learning has taken place and allows the teacher to take corrective action early in the learning process.

WHAT IS ASSESSMENT? Assessment IS:

Determined and presented to students prior to instruction

Conducted throughout learning process

Communicates effectiveness of teaching

Documents student mastery

Illustrates student reasoning

Diagnoses student strengths/weaknesses

A way for teacher to determine the need for re-teaching

Communicated clearly to students and parents

Assessment is NOT: An afterthought to an

instructional activity Used as an intimidator

to motivate students Designed to trick or

fool a student Used as a punishment

for off-task behavior Intended to provide a

grade and nothing else

Kept private from students & parents

TYPES OF ASSESSMENT

There are 3 types of assessment, each having its own purpose. All 3 should be used to provide authentic classroom assessment.Diagnostic Assessment

Formative Assessment

Summative Assessment

DIAGNOSTIC ASSESSMENT Provides teacher information on

student’s prior knowledge on subject to be taught

Provides teacher information on any misconceptions prior to beginning learning activity

Allows teacher to modify teaching approaches

Identifies students who may be at risk and need intervention

FORMATIVE ASSESSMENT Given throughout the learning process Provides immediate feedback to make

instructional decisions Provides partnership between teacher

and student when used in conjunction with specific, timely, and corrective feedback

Academic grades are not taken during this phase

TEACHER REFLECTION These are questions that the teacher

can ask themselves at the end of each day to assess the day’s objectives:Were the students successful in meeting the

day’s objective(s)?What data or evidence do you have to

support your decision?What went as you had anticipated?What problems did you encounter and what

will you do to make changes for future lessons?

SUMMATIVE ASSESSMENT Cumulative evaluation given at the end

of an instructional unit Determines if students have mastered

specific competencies Identifies instructional areas that need

more attention Examples include:

State mandated tests (TAKS) District Benchmark tests End of unit/chapter tests

TYPES OF SUMMATIVE ASSESSMENTS

Objective Test Items True/False Items Matching Items Multiple-Choice Items Higher-Level Multiple-Choice Items

Essay Test Items Extended-Response Questions Restricted-Response Questions

**There are advantages and disadvantages to all these tests and careful consideration should be given to the format you choose. Above all, you must ensure that it is a fair assessment that matches your instruction and an explanation of how the assessment will be scored is made clear.**

MARKS AND GRADING SYSTEMS Based on comparisons, usually

comparisons of students with one or more of the following:Other studentsEstablished standardsAptitudeAchievement versus effortAchievement versus improvement

PREPARING STUDENTS FOR STANDARDIZED TESTS (TAKS) Focus on the Task, not your feelings about it

Students’ promotion depends on passing Your teaching position can be affected by scores

Inform students and parents about importance of test Explain the reason for taking the test and the

relevance to their learning Teach Test-Taking Skills

There is an element of skill to test taking that affects student performance

Respond to student questions open & directly Prevents anxiety

Take advantage of preparation materials State provides practice tests

THE PORTFOLIO Working Portfolio:

Students include works that are in progress of being polished for a display or assessment portfolio

Display Portfolio:Student selects his/her best work from

working portfolio. Teacher aids student in learning to critically judge the works.

Assessment Portfolio:Teacher is primary audience of portfolio.

Contains a collection of work from the display and working portfolio

WHY USE PRODUCT ASSIGNMENTS?

Allows individuals or groups to rethink, use, and extend what they have learned over a period of time

Element of the instruction that students can “own”

Excellent way of assessing student knowledge, understanding, and skill

CREATING A POWERFUL PRODUCT ASSIGNMENT Identify essential objectives of the lesson Identify one or more formats for product Determine quality expectations:

Content Process Product

Decide on scaffolding needed to promote success: Brainstorming for ideas Time lines Revising editing

Develop product assignment that tells student: Show you understand and can do these things

Proceeding through these steps In this format

At this level of quality

Differentiate based on student readiness, interest, and learning profile

COACH for success

PRODUCT POSSIBILITIES

Products

Design web page

Develop an exhibit

Write poem

Conduct training session

Present a news report

Create a recipe

Do a puppet show

DIFFERENTIATING PRODUCTS

For Struggling Learners

Integrate skills and goals from individualized education plan (IEPs)

Give product assignment in smaller increments

Provide organizers that guide students through steps

Support students in finding appropriate resources

Make sure student has access to material in their primary language

For Advanced Learners

Be sure learner is being stretched forward on a number of learning materials

Consider having student study issues across time periods, disciplines, or cultures

Consider using mentors who know the area of study at an advanced level

Work with student to develop criteria for expert level content and production