The Big “Assessment” Picture first  Keys to Quality Classroom Assessment Keys to Quality Classroom Assessment  Indicators of Sound Classroom Assessment Practices Indicators of Sound Classroom Assessment Practices

Objectives:  Teachers will understand the major difference between “Assessment for Learning” and “Assessment of Learning”.  Teachers will be introduced with different options to apply “Assessments for Learning” in the classroom.

What is meant by Assessment for and of Learning  Assessments of Learning are those assessments that happen after learning is supposed to have occurred to determine if it did. Summative Assessment (Graded)  Assessments for Learning are assessments that happen while learning is still underway. Formative Assessment (Not Graded)

Assessments for Learning  Using assessments as a tool Students need to: ○ Know where they’re going ○ Know where they are now ○ Know how to close the gap

Know where they’re going  Teacher to provide clear learning targets on the board each day to reflect what is to be expected. Bloom’s TaxonsBloom’s Taxons Students will read chemistry word problems and identify the “Known(s)” and “Unknown(s)” using the variables in the formula PV =nRT. Students will restate the formula with substituted values. Students will calculate the “Unknown” using algebra.

Know where they are now  Teacher to provide some sort of assessment question(s) at the end of each day (lesson) to check for understanding. Exit Tickets ○ Daily (half sheet, moodle quiz, Dyknow response) Practice Quizzes (Don’t call it review) ○ After each subsection or section Practice Tests (Don’t call it review) ○ Before each test Peer Review of written work

Know how to close the Gap  Teacher to provide focused instruction based on the feedback of assessment questions. Not all students may be in the same location, so differentiating may occur here. Scheduled tutoring for those needing help. Provide Podcast or additional guided problems. Might have to repeat a lesson

Using assessments as a tool  Summary: Try to use Assessments as a teaching tool verses an end all. Students don’t know what they don’t know until they are assessed.