Table of Contents

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Table of Contents
You may browse through this book by using the
arrows at the bottom of the page, or by
clicking on a specific link.

• Summative Assessments
• Formative Assessment
• Why Teachers Use Assessments
• Definitions

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Summative Assessments

• are given periodically to determine at a
  particular point in time what students know and
  do not know. Many associate summative assessments
  only with standardized tests such as state
  assessments, but they are also used at and are an
  important part of district and classroom
  programs. Summative assessment at the
  district/classroom level is an accountability
  measure that is generally used as part of the
  grading process. The list is long, but here are
  some examples of summative assessments
• State assessments
• District benchmark or interim assessments
• End-of-unit or chapter tests
• End-of-term or semester exams
• Ex. Scores that are used for accountability for
  schools (AYP) and students (report card grades).
• K 6 Trophies Series Assessments (story and
  theme)
• ELA Tests 4-8
• DIBELS
• Final Exams
• Multiple Choice/Short Answer/Essay
• Oral Fluency Assessments
• Phonemic Awareness Inventory
• Sight Word Assessment
• Report Cards

Table of Contents
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Formative Assessment
is part of the instructional
process. When incorporated into classroom
practice, it provides the information needed to
adjust teaching and learning while they are
happening. In this sense, formative assessment
informs both teachers and students about student
understanding at a point when timely adjustments
can be made. These adjustments help to ensure
students achieve, targeted standards-based
learning goals within a set time frame. Although
formative assessment strategies appear in a
variety of formats, there are some distinct ways
to distinguish them from summative
assessments. Criteria and goal setting with
students engages them in instruction and the
learning process by creating clear
expectations. Observations Questions
Strategies Self and Peer Assessment Student
Record Keeping  Ex. Running Records Cloze
Passages Literal Questions Interpretative
Questioning Print Conventions Connections Text
to Self/Text/World Story Maps/Literary
Elements Literature Circles
Table of Contents
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Why Teachers Use Assessments

•  
• Gather information for the purpose of planning
• effective instruction
• 2.    To know what content to teach next
• 3.    Locate strengths and weaknesses of the
  students
• 4.    Monitor student progress in lessons
• 5.    Use information to create and adjust
  lessons
• 6.    Find out if students need extra services
• 7.  Do not simply look at the Teachers Manual-
• look at your students!
•  
• Every lesson, every day, every unit
  should be
• an assessment sandwich

Table of Contents
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Definitions 
Running Record Running records are a quick
assessment tool used by teachers to evaluate
students' reading and comprehension.  They are
used to help find students' reading levels, check
their fluency, and find weaknesses in
comprehension.   Fluency Fluency is the
ability to read a text accurately and quickly.
When fluent readers read silently, they recognize
words automatically. They group words quickly to
help them gain meaning from what they read.
Fluent readers read aloud effortlessly and with
expression. Their reading sounds natural, as if
they are speaking. DIBELS Stands for Dynamic
Indicators of Basic Early Literacy Skills. It is
an assessment system designed to assess all
students progress. Students are tested 3 times a
year. Classroom teachers utilize progress
monitoring throughout the year. DIBELS
measures-          Letter Naming
Fluency          Initial Sound Fluency         
Phoneme Segmentation Fluency          Nonsense
Words Fluency          Oral Reading Fluency
Table of Contents
Home Page
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Table of Contents
You may browse through this book by using the
arrows at the bottom of the page, or by
clicking on a specific link.

• Summative Assessments
• Formative Assessment
• Why Teachers Use Assessments
• Definitions
• 
  

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(No Transcript)
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Summative Assessments

• are given periodically to determine at a
  particular point in time what students know and
  do not know. Many associate summative assessments
  only with standardized tests such as state
  assessments, but they are also used at and are an
  important part of district and classroom
  programs. Summative assessment at the
  district/classroom level is an accountability
  measure that is generally used as part of the
  grading process. The list is long, but here are
  some examples of summative assessments
• State assessments
• District benchmark or interim assessments
• End-of-unit or chapter tests
• End-of-term or semester exams
• Ex. Scores that are used for accountability for
  schools (AYP) and students (report card grades).
• K 6 Trophies Series Assessments (story and
  theme)
• ELA Tests 4-8
• DIBELS
• Final Exams
• Multiple Choice/Short Answer/Essay
• Oral Fluency Assessments
• Phonemic Awareness Inventory
• Sight Word Assessment
• Report Cards

Table of Contents
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16
Formative Assessment

is part of the instructional process. When
incorporated into classroom practice, it provides
the information needed to adjust teaching and
learning while they are happening. In this sense,
formative assessment informs both teachers and
students about student understanding at a point
when timely adjustments can be made. These
adjustments help to ensure students achieve,
targeted standards-based learning goals within a
set time frame. Although formative assessment
strategies appear in a variety of formats, there
are some distinct ways to distinguish them from
summative assessments. Criteria and goal
setting with students engages them in instruction
and the learning process by creating clear
expectations. Observations Questions
Strategies Self and Peer Assessment Student
Record Keeping  Ex. Running Records Cloze
Passages Literal Questions Interpretative
Questioning Print Conventions Connections Text
to Self/Text/World Story Maps/Literary
Elements Literature Circles
Table of Contents
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(No Transcript)
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Why Teachers Use Assessments

•  
• Gather information for the purpose of planning
• effective instruction
• 2.    To know what content to teach next
• 3.    Locate strengths and weaknesses of the
  students
• 4.    Monitor student progress in lessons
• 5.    Use information to create and adjust
  lessons
• 6.    Find out if students need extra services
• 7.  Do not simply look at the Teachers Manual-
• look at your students!
•  
• Every lesson, every day, every unit
  should be
• an assessment sandwich

Table of Contents