Curriculum Instruction & Assessment Part II - Assessment By Tina Waddy

Defining Assessment

Traditional View Summative Assessment 1.Given at certain times, often to mark the conclusion of a lesson or unit. 2.Requires making a judgment about the learning that has occurred (grading or scoring a test or paper).

Hands-On Approach Formative Assessment 1.Working diagnostic use of assessment to provide feedback to teachers and students. 2.Given over the course of instruction, so adjustments and feedback are more immediate.

Formative Assessments 1.Evaluate student knowledge and skills before beginning an instructional unit or semester, with results used to determine areas of special emphasis and focus; 2.Identify strengths and weaknesses of individual students; 3.Evaluate student learning following a specific learning activity or set of activities; and 4.Evaluate student knowledge and skills toward the end of an instructional unit or semester, with results used to measure what students have learned and determine what areas may need further work.

Formative Assessments In Action Invite students to discuss their thinking about a question or topic in pairs or small groups, then ask a representative to share the thinking with the larger group (sometimes called think-pair-share). Present several possible answers to a question, then ask students to vote on them. Ask all students to write down an answer, then read a selected few out loud.

Formative Assessments In Action Have students write their understanding of vocabulary or concepts before and after instruction. Ask students to summarize the main ideas they've taken away from a lecture, discussion, or assigned reading. Have students complete a few problems or questions at the end of instruction and check answers.

Formative Assessments In Action Interview students individually or in groups about their thinking as they solve problems. Assign brief, in-class writing assignments (ex. "Why is this person or event representative of this time period in history?)

Formative Assessments In Action Frequent short tests are better than infrequent long ones. New learning should be tested within about a week of first exposure. Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones. Portfolios, or collections of student work, may also be used formatively if students and teachers annotate the entries and observe growth over time and practice.

Bloom’s and Erickson

Thinking High Evaluation Thinking Synthesis Thinking Analysis Thinking Application Thinking Comprehension Thinking Knowledge Thinking FactsTopicsConceptsGeneralizations/ Principles Bloom’s & Erickson

1. Objective“TEKS” or “Learning Objective” 2. Student Expectation“The student will…” 3. Anticipatory Set“The Hook” 4. Teaching: InputStudents gain knowledge through lecture, film, tape, video etc. 5. Teaching: ModelingShow students examples of expectation. 6. Teaching: Questioning / Check for Understanding / Formative Assessments Probe for higher levels of understanding. 7. Guided PracticeStudents demonstrate grasp of new learning. 8. Independent PracticeThis is reinforcement practice. 9. ClosureHelp students bring things together. 10. Summative AssessmentAssessment (If possible, always aligned with TAKS.) Madeline Hunter’s Design

Getting Started