Using Student Progress Monitoring To Differentiate Office of Assessment and Personalized Learning

Differentiation- Bullet 4 Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students.

Diagnostic Assessment Diagnostic assessment helps to identify your students' current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place.

Formative Assessment Formative assessment provides feedback and information DURING the instructional process, WHILE the learning is taking place.

Assessment FOR Learning “…teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, or gaps they might have. The wide variety of information provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources.” Rethinking Classroom Assessment with Purpose in Mind

Summative Assessment Summative assessments take place after the learning is complete and provide information and feedback that sums up the teaching and learning process.

Purpose of the Assessment Assessments are only formative if the data is used to inform and redirect instruction. Traditionally regarded summative assessments can be used in a formative application. The key is the purpose and use of the assessment.

Assessment OF Learning “…the assessment that becomes public and results in statements or symbols about how well students are learning. Summative assessments often contribute to pivotal decisions that affect students’ futures. It is important, then, that the underlying logic and measurement be credible and defensible.” Rethinking Classroom Assessment with Purpose in Mind

Too often, tests, grades, and report cards are treated as autopsies when they should be viewed as physicals. (Reeves 2000)

Assessment AS Learning Students reflect on their work on a regular basis and decide their future learning. Assessment as learning helps students to take more responsibility for their own learning.

Teacher’s Role- Assessment AS Learning Clarify the learning target Model and teach the skills of self-assessment Guide students in setting their own goals, and monitoring their progress toward them Provide exemplars and models of quality work

What Does This Look Like? Frequent, specific feedback Talking with students Small strategic groups Use of Pre-assessments, Exit Tickets, Writing, White Boards, Clickers, Questioning, Portfolios, Performances, etc. Use of CTLS data

Books to Support You

Thank You! Margaret Moss- margaret.moss@cobbk12.org (ES) Dianna Denton- dianna.denton@cobbk12.org (MS) Deborah Marker- deborah.marker@cobbk12.org (HS)