Table of Contents Summative Assessments Formative Assessment Why Teachers Use Assessments Definitions You may browse through this book by using the arrows at the bottom of the page, or by clicking on a specific link. Right-click Full Screen Esc to end

are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments: State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Ex. Scores that are used for accountability for schools (AYP) and students (report card grades). K – 6 Trophies Series Assessments (story and theme) ELA Tests 4-8 DIBELS Final Exams Multiple Choice/Short Answer/Essay Oral Fluency Assessments Phonemic Awareness Inventory Sight Word Assessment Report Cards Summative Assessments Table of Contents

Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations. Observations Questions Strategies Self and Peer Assessment Student Record Keeping Ex. Running Records Cloze Passages Literal Questions Interpretative Questioning Print Conventions Connections: Text to Self/Text/World Story Maps/Literary Elements Literature Circles Table of Contents

Why Teachers Use Assessments 1.Gather information for the purpose of planning effective instruction 2. To know what content to teach next 3. Locate strengths and weaknesses of the students 4. Monitor student progress in lessons 5. Use information to create and adjust lessons 6. Find out if students need extra services 7. Do not simply look at the Teacher ’ s Manual- look at your students! Every lesson, every day, every unit should be an assessment sandwich: *Assess, Teach to the Target, Assess* Table of Contents

Definitions Running Record: Running records are a quick assessment tool used by teachers to evaluate students' reading and comprehension. They are used to help find students' reading levels, check their fluency, and find weaknesses in comprehension. Fluency : Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. DIBELS: Stands for Dynamic Indicators of Basic Early Literacy Skills. It is an assessment system designed to assess all students ’ progress. Students are tested 3 times a year. Classroom teachers utilize progress monitoring throughout the year. DIBELS measures- · Letter Naming Fluency · Initial Sound Fluency · Phoneme Segmentation Fluency · Nonsense Words Fluency · Oral Reading Fluency Table of Contents Home Page

Table of Contents Summative Assessments Formative Assessment Why Teachers Use Assessments Definitions You may browse through this book by using the arrows at the bottom of the page, or by clicking on a specific link.

are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments: State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Ex. Scores that are used for accountability for schools (AYP) and students (report card grades). K – 6 Trophies Series Assessments (story and theme) ELA Tests 4-8 DIBELS Final Exams Multiple Choice/Short Answer/Essay Oral Fluency Assessments Phonemic Awareness Inventory Sight Word Assessment Report Cards Summative Assessments Table of Contents

Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations. Observations Questions Strategies Self and Peer Assessment Student Record Keeping Ex. Running Records Cloze Passages Literal Questions Interpretative Questioning Print Conventions Connections: Text to Self/Text/World Story Maps/Literary Elements Literature Circles Table of Contents

Why Teachers Use Assessments Table of Contents 1.Gather information for the purpose of planning effective instruction 2. To know what content to teach next 3. Locate strengths and weaknesses of the students 4. Monitor student progress in lessons 5. Use information to create and adjust lessons 6. Find out if students need extra services 7. Do not simply look at the Teacher ’ s Manual- look at your students! Every lesson, every day, every unit should be an assessment sandwich: *Assess, Teach to the Target, Assess*