Please take a moment to fill out a name tent and to work on the task that has been placed at each se

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WELCOME
Please take a moment to fill out a name tent and
to work on the task that has been placed at each
seat.
I define assessment in this way
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Ongoing Assessment The Key to A Differentiated
Classroom
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My favorite way to be assessed is...
I know that I have really learned something
when...
Business Card
Name
When I think about assessing students, I have
learned that...
I typically assess students by...
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Why Do You Assess?
Take a moment to think about the reasons you
assess students.
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ONGOING ASSESSMENT
Some teachers talk about--- LEARNING
Some teachers talk about--- GRADES
VS.

• Can these two coexist peacefully?
• Should one receive emphasis over the other?

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Assessment is todays means of understanding how
to modify tomorrows instruction. Carol
Tomlinson
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How Do You Assess?
List some ways you typically assess students in
your classroom.
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WHAT CAN BE ASSESSED?
READINESS
LEARNING PROFILE
INTEREST

• Areas of Strength
• and Weakness
• Work Preferences
• Self Awareness

• Interest Surveys
• Interest Centers
• Self-Selection

Content Knowledge
Skills
Concepts
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Assessment should always have more to do with
helping students grow than with cataloging
their mistakes. Carol Tomlinson
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When Do You Assess?
Most teachers assess students at the end of an
instructional unit or sequence. When assessment
and instruction are interwoven, both the students
and the teacher benefit. The next slide
suggests a diagnostic continuum for ongoing
assessment.
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On-going AssessmentA Diagnostic Continuum
Preassessment (Finding Out)
Formative Assessment (Keeping Track Checking
-up)
Summative Assessment (Making sure)
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On-going AssessmentA Diagnostic Continuum
Feedback and Goal Setting
Pre-test Graphing for Greatness Inventory KWL Chec
klist Observation Self-evaluation Questioning
Conference Exit Card Peer evaluation Portfolio
Check 3-minute pause Quiz Observation Journal
Entry Talkaround Self-evaluation Questioning
Unit Test Performance Task Product/Exhibit Demonst
ration Portfolio Review
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Preassessment Is...

• Any method, strategy or process used to determine
  a
• students current level of readiness or interest
  in order to
• plan for appropriate instruction.
• Preassessment
• provides data that can determine options for
  students to
• to take in information, construct meaning, and
  to
• demonstrate understanding of new information
• helps teachers anticipate differences before
  planning
• challenging and respectful learning experiences
• allows teachers to meet students where they are

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Formative Assessment Is...

• A process of accumulating information about a
  students
• progress to help make instructional decisions
  that will
• improve his/her understandings and achievement
  levels.
• Formative Assessment
• depicts students 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

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Summative Assessment Is...

• A means to determine a students mastery and
• understanding of information, skills, concepts,
  or
• processes.
• Summative Assessment
• should reflect formative assessments that
  precede it
• should match material taught
• may determine students exit achievement
• may be tied to a final decision, grade or report
• should align with instructional/curricular
  outcomes
• may be a form of alternative assessment

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What is it like?
What is it?
What is it not?
Assessment
Examples
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SOME THOUGHTS ON ASSESSMENT
Assessment refers to what happens on a daily
basis in the classroom. ways to use
instruction to inform next steps continual
feedback that helps students progress over
time. Assessment-Instruction Cycle used to be
instruct, instruct, instruct, then assess now
assessment and instruction are interwoven Student
s should be learning to self-assess, make
adjustments, and improve performance. Not
helping students gauge their performance can be
costly to them. We need to give students models
for what we are asking them to do.
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Outcomes

• By the end of the session, we will have
• reflected on our own perspectives
• about assessment.
• considered a rationale for on-going
• assessment in the classroom.
• distinguished between formative and
• summative assessment.
• reviewed several assessment strategies.
• summarized understanding using a
• concept map.