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

9

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)

10

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

11

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.

12

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 :

13

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?

15

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?

16

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.

17

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