Chapter 2 rospenda, stiggins chapter 2 1

 1. Support Student Learning  Formative  2. Verify that learning was attained  Summative rospenda, stiggins chapter 2 2

 Clear Purpose  Who uses results, how?  Do students use the results? rospenda, stiggins chapter 2 3

 Clear targets  What is assessed?  Do we understand targets?  Do kids understand targets? rospenda, stiggins chapter 2 4

 Sound design  How do we assess  Methods we use to assess  Do students self assess? How? rospenda, stiggins chapter 2 5

 Effective communication  Why?  To whom?  Can students communicate this?  To support learning?  To report learning? rospenda, stiggins chapter 2 6

 See p. 25, Intro to Student Involved Assessment rospenda, stiggins chapter 2 7

 Charts the next phase of the learning  Standards that have been met  Grades received  Evidence of where the student is currently  Evidence of standard mastery rospenda, stiggins chapter 2 8

 Lessens teacher misdiagnosis  Treat assessments like a visit to the doctor (mr)  Shows effective strategies  Gives accurate info to parents and decision makers  ****** think of BCT or SPED meetings  ( Building Consultation Team) rospenda, stiggins chapter 2 9

 Assessments that show ongoing progress  Administered at a set time period  Quarterly, weekly  Think MAPS, Reading assessments rospenda, stiggins chapter 2 10

 Decisions focus on a student group  Focus on an effective program for THAT group  Decisions are made periodically  Heavy reliance on common classroom instruments Some standardization is needed for reliability rospenda, stiggins chapter 2 11

 Evidence reveals how students are doing on individual standards  Not cross categorical  Summative evaluations look at a program’s effectiveness  Should we keep the program or not? rospenda, stiggins chapter 2 12

 Used by:  Directors  Leaders  Supervisors  Policy makers  Politicians rospenda, stiggins chapter 2 13

 Establish achievement standards  Guide resource allocation (money)  Steer classroom instruction  Steer personnel decisions  Verify student Achievement rospenda, stiggins chapter 2 14

 Focus is on Standard Mastery, not Student Progress  Typically given once a year rospenda, stiggins chapter 2 15