1. Assessment
Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson and The Successful Classroom: Training Teachers to Succeed by Region 4 Educated Solutions

2. Purpose of Assessment
Assessment is a very important piece in a standards-based educational system because, when used properly, it is the tool that illustrates whether learning has taken place and allows the teacher to take corrective action early in the learning process.

3. What is Assessment? Assessment IS: Assessment is NOT:
Determined and presented to students prior to instruction
Conducted throughout learning process
Communicates effectiveness of teaching
Documents student mastery
Illustrates student reasoning
Diagnoses student strengths/weaknesses
A way for teacher to determine the need for re- teaching
Communicated clearly to students and parents
Assessment is NOT:
An afterthought to an instructional activity
Used as an intimidator to motivate students
Designed to trick or fool a student
Used as a punishment for off-task behavior
Intended to provide a grade and nothing else
Kept private from students & parents

4. Types of assessment Diagnostic Assessment Formative Assessment
There are 3 types of assessment, each having its own purpose. All 3 should be used to provide authentic classroom assessment.
Diagnostic Assessment
Formative Assessment
Summative Assessment

5. Diagnostic Assessment
Provides teacher information on student’s prior knowledge on subject to be taught
Provides teacher information on any misconceptions prior to beginning learning activity
Allows teacher to modify teaching approaches
Identifies students who may be at risk and need intervention

6. Formative assessment Given throughout the learning process
Provides immediate feedback to make instructional decisions
Provides partnership between teacher and student when used in conjunction with specific, timely, and corrective feedback
Academic grades are not taken during this phase

7. Teacher Reflection
These are questions that the teacher can ask themselves at the end of each day to assess the day’s objectives:
Were the students successful in meeting the day’s objective(s)?
What data or evidence do you have to support your decision?
What went as you had anticipated?
What problems did you encounter and what will you do to make changes for future lessons?

8. Summative assessment
Cumulative evaluation given at the end of an instructional unit
Determines if students have mastered specific competencies
Identifies instructional areas that need more attention
Examples include:
State mandated tests (TAKS)
District Benchmark tests
End of unit/chapter tests

9. Types of Summative Assessments
Objective Test Items
True/False Items
Matching Items
Multiple-Choice Items
Higher-Level Multiple-Choice Items
Essay Test Items
Extended-Response Questions
Restricted-Response Questions
**There are advantages and disadvantages to all these tests and careful consideration should be given to the format you choose. Above all, you must ensure that it is a fair assessment that matches your instruction and an explanation of how the assessment will be scored is made clear.**

10. Marks and Grading Systems
Based on comparisons, usually comparisons of students with one or more of the following:
Other students
Established standards
Aptitude
Achievement versus effort
Achievement versus improvement

11. Preparing Students for Standardized Tests (TAKS)
Focus on the Task, not your feelings about it
Students’ promotion depends on passing
Your teaching position can be affected by scores
Inform students and parents about importance of test
Explain the reason for taking the test and the relevance to their learning
Teach Test-Taking Skills
There is an element of skill to test taking that affects student performance
Respond to student questions open & directly
Prevents anxiety
Take advantage of preparation materials
State provides practice tests

12. The Portfolio Working Portfolio: Display Portfolio:
Students include works that are in progress of being polished for a display or assessment portfolio
Display Portfolio:
Student selects his/her best work from working portfolio. Teacher aids student in learning to critically judge the works.
Assessment Portfolio:
Teacher is primary audience of portfolio. Contains a collection of work from the display and working portfolio

13. Why Use Product Assignments?
Allows individuals or groups to rethink, use, and extend what they have learned over a period of time
Element of the instruction that students can “own”
Excellent way of assessing student knowledge, understanding, and skill

14. creating a powerful product assignment
Identify essential objectives of the lesson
Identify one or more formats for product
Determine quality expectations:
Content
Process
Product
Decide on scaffolding needed to promote success:
Brainstorming for ideas
Time lines
Revising editing
Develop product assignment that tells student:
Show you understand and can do these things
Proceeding through these steps
In this format
At this level of quality
Differentiate based on student readiness, interest, and learning profile
COACH for success

15. Product possibilities
Products
Design web page
Develop an exhibit
Write poem
Conduct training session
Present a news report
Create a recipe
Do a puppet show

16. Differentiating products
For Struggling Learners
Integrate skills and goals from individualized education plan (IEPs)
Give product assignment in smaller increments
Provide organizers that guide students through steps
Support students in finding appropriate resources
Make sure student has access to material in their primary language
For Advanced Learners
Be sure learner is being stretched forward on a number of learning materials
Consider having student study issues across time periods, disciplines, or cultures
Consider using mentors who know the area of study at an advanced level
Work with student to develop criteria for expert level content and production