Mapping the Assessment and Evaluation in a Unit

DIAGNOSTIC ASSESSMENT PART 1 DIAGNOSTIC ASSESSMENT

DIAGNOSTIC Motivator s Introduce: Topic of Study Key Concepts/skills Culminating Task with Rubric Student Samples Diagnostic Assessment

DIAGNOSTIC ASSESSMENT is used to determine starting points for teaching and learning, students strengths and needs, learning styles, interests and attitudes or to determine instructional grouping or placement

PART 2 FORMATIVE ASSESSMENT

Key Concepts/Skills Teacher models/demonstrates Students practice with class small group individually

Students are actively engaged in authentic learning activities involving: Knowledge/Understanding Thinking/Inquiry Communication Application

Formative feedback may be from: Teacher Peer Self

FORMATIVE ASSESSMENT or ongoing assessment is used to provide practice and feedback during the learning process in order to guide instruction and improve student performance

PART 3 SUMMATIVE ASSESSMENT

End of Unit Evaluation Culminating task Test Special consideration should be given to results of most recent summative evaluations

SUMMATIVE ASSESSMENT Is used to inform students and parents of what has been learned at the end of a specific period of time and to provide a basis for evaluation.

Steps in Determining the Report Card Grade Collect the body of evidence that: Includes demonstrations of all 4 knowledge and skill categories Reflects a variety of assessment tasks and related evaluation tools

Overlay the achievement levels onto the body of evidence. Determine the highest, most consistent level of performance. 4. Translate this level to the appropriate report card grade.

Authentic assessment, “demonstrates thoughtful application of knowledge within meaningful real world contexts.” Jay McTighe