Assessment and EvaluationSeptember 28, 2012
What Principles have we explored so far?Effective Teachers: Appreciate and Understand Adolescents Understand how Students Learn Create a Nurturing Classroom Adopt a Balanced Literacy Approach Scaffold Reading and Writing
Principle # 8 of Effective Instruction
Effective Teachers LINK Instruction and Assessment
Assessment/EvaluationIn your Learning Log…. 3 column chart - Last Column Blank for
Now
What types of
assessments are you familiar with?
What is the
purpose of each one?
Assessment vs. Evaluation
Commonly used interchangeably but have
DIFFERENT MEANINGS
Assessment Formative Ongoing Provides immediate feedback Used to inform instruction Its goal is to improve learning It is usually authentic
Evaluation Summative –Final and after instruction
takes place Usually in a “test” format Usually measures achievement
compared to standards Used to compare student data
Assessment Language Summative Assessment (Evaluation)
Assessment of Learning For grading or placement
Formative Assessment Assessment for learning
Identifies strengths and weaknesses Assessment as learning
Learning takes place through the assessment Self assessment
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The word ‘assess’
Latin verb ‘assidere’ meaning ‘to sit with’.
In assessment one is supposed
to sit with the learner.
This implies it is something we do with and for students and not to
students (Green, 1998)
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Summative versus Formative Assessment
If we think of our children as plants …
Summative assessment (Evaluation) of the plants is
the process of simply measuring them. It might be
interesting to compare and analyze measurements but,
in themselves, these do not affect the growth of the
plants.
Formative assessment, on the other hand, is the
equivalent of feeding and watering the plants appropriate
to their needs - directly affecting their growth.
The Garden Analogy
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Formative and summative assessment
Formative and summative assessment are interconnected. They seldom stand alone in construction or effect.
The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response.
It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.
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lead toward Summative Assessments.
be the most important form of assessment
inform instruction and learning
be ongoing and regularly practiced throughout the year
Formative Assessment Ought to :
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Formative Assessment Should : Inform the student and the
teacher/parent Timely Feedback . . . . Immediately is best! Pinpoint misunderstandings or weaknesses
accurately
Be low stakes No grading Completed when student and/or teacher is
ready
Be flexible and easy to administer
Activity
What types of
assessments are you familiar with?
What is the
purpose of each one?
Formative or
Summative Assessmen
t?
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The test of a successful education is not the amount of
knowledge that a student takes away from a school, but
the appetite to know and the capacity to learn.
If a school sends out students with a desire for
knowledge and some idea of how to acquire and use it,
it will have done its work. Too many students leave
school with the appetite killed and the mind loaded with
undigested lumps of information.
(Abbott, 1999)
What do we want for our students?
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Five Deceptively Simple Factors:
Research indicates that improving learning through assessment depends on five deceptively simple
factors:1. The provision of effective feedback to students.2. The active involvement of students in their own
learning.3. Adjusting teaching to take into account results of
assessment.4. A recognition of the profound influence assessment
has on the motivation and self esteem of students.5. The need for students to be able to self assess
themselves and understand how to improve.
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Several Inhibiting Factors: A tendency for teachers to assess quantity of work
and presentation rather than quality of learning. Greater attention to marking and grading, much of it
tending to lower the self esteem of students rather than provide advice for improvement.
Teachers feedback to students often serves social and managerial purposes rather than to help them learn more effectively.
Teachers not knowing enough about their students’ learning needs.
Types of Classroom- Based AssessmentsTests to determine students’
reading levelsInformal assessments:
MonitoringDiagnostic testsPortfolios
Determining Reading Levels Independent Instructional -**where teaching can take
place Frustrational
Examples of TheseIndividual Assessments Fountas and Pinnell Running Records
and Benchmark System DRA’s – Developmental Reading
Assessments
Whole Group SRI- Scholastic Reading Inventory
Diagnostic Assessments
Assess strengths and weaknesses to drive instruction Running Records Independent Reading Inventories
Portfolios “…systematic and meaninful collections
of artifacts documenting students’ literacy development over a period of time.”
Folders, or large envelopes Teacher and Student Selections Teacher and Student reflections and
evaluations
Monitoring Progress Conferences Observations Anecdotal Records Checklist Rubrics
Glows and Grows Conference Log Sample
Conference LogSample
Writing Rubric Sample
Guided Reading ChecklistSample
Anecdotal Record Sample
High- Stakes Testing NJASK – NJ Assessment of Skills and
Knowledge Terra Nova CTBS – California Test of Basic Skills
Purpose of Standardized tests Give data to students, parents, teachers
and districts about how students are meeting to state or national standards
Use to ensure competence of educational system
Accountability at a local and state level
SUMMATIVE!!! ONLY!!!!
Formative Assessments Thumbs Up/Down Exit Slip Quick Writes