1. Mapping the Assessment and Evaluation in a Unit

2. DIAGNOSTIC ASSESSMENT
PART 1
DIAGNOSTIC ASSESSMENT

3. DIAGNOSTIC Motivator s Introduce: Topic of Study Key Concepts/skills
Culminating Task with Rubric
Student Samples
Diagnostic Assessment

4. DIAGNOSTIC ASSESSMENT
is used to determine starting points for teaching and learning, students strengths and needs, learning styles, interests and attitudes or to determine instructional grouping or placement

5. PART 2
FORMATIVE
ASSESSMENT

6. Key Concepts/Skills Teacher models/demonstrates Students practice
with class
small group
individually

7. Students are actively engaged in authentic learning activities involving:
Knowledge/Understanding
Thinking/Inquiry
Communication
Application

8. Formative feedback may be from:
Teacher
Peer
Self

9. FORMATIVE ASSESSMENT
or ongoing assessment is used to provide practice and feedback during the learning process in order to guide instruction and improve student performance

10. PART 3
SUMMATIVE
ASSESSMENT

11. End of Unit Evaluation Culminating task Test
Special consideration should be given to results of most recent summative evaluations

12. SUMMATIVE ASSESSMENT
Is used to inform students and parents of what has been learned at the end of a specific period of time and to provide a basis for evaluation.

13. Steps in Determining the Report Card Grade
Collect the body of evidence that:
Includes demonstrations of all 4 knowledge and skill categories
Reflects a variety of assessment tasks and related evaluation tools

14. Overlay the achievement levels onto the body of evidence.
Determine the highest, most consistent level of performance.
4. Translate this level to the appropriate report card grade.

15. Authentic assessment,
“demonstrates thoughtful application of knowledge within meaningful real world contexts.”
Jay McTighe