1. Module 3
Assessment

2. Forms of Assessment Standardized Assessments High-stakes Assessments
Pre-assessments
Formative Assessments
Summative Assessments
Placement Assessments
Screening Assessments
Standardized Assessments
Common Assessments
Performance-based Assessments
Portfolio-based Assessments

3. Assessment in an Age of Reform
Testing in the post NCLB era is far more common
Required testing: Annually for grades 3-8 and at least 1 time between
Mississippi: An average of 1 of every 4 days spent testing
School Accountability Rules:
“Schools and districts that receive an "F" grade two years in a row or twice in the past three years, and districts where 50 percent of the schools are rated "F" or where half the students attend "F"-rated schools are all eligible for the state's second takeover option: the Achievement School District. The district will be statewide, potentially including multiple failing school districts, all governed by one superintendent that the Mississippi Board of Education will hire.” --link

4. MS: Achievement School District (ASD)
Currently, 6 districts are under state supervision (ASD)
Greenville Public School District
Holmes county School District
Wilkinson County School District
Noxubee County School District
Jackson Public School District (jury is still out on this one)
Humphreys County School District

5. MS: Standardized Teacher Evaluation
Value-added Measures: Aims to determine how effective teachers are via student growth.
In Mississippi we use M-STAR to evaluate teachers:
50% Professional Practice / 50% Student Growth
Teachers receive a rating of
Unsatisfactory
Emerging
Effective
Distinguished

6. Purpose of Assessment Assessment Drives Instruction
Pre-tests / Needs assessment
Assessment Drives Learning
How students believe they will be tested drives what/how they learn
Assessment Informs Students of Their Progress
How am I doing? What should I work on to improve?
Assessment Informs Teaching Practices
Did it work? What should I do differently?

7. Assessment Strategies: Key Points
Traditional assessments (quizzes, tests, standardize tests, essays) have their place.
Other forms of assessment may be more appropriate:
Authentic Assessments highlight “skills” and let students “take ownership.”
Portfolios
Exhibitions
Performance
Peer-evaluation also gives students a sense of ”ownership” and “agency.”
Teachers should include a broad range of assessment types.

8. Assessment: TWO CARDINAL RULES
Expectations must be clear and unambiguous.
Instructors must be open to using the MOST APPROPRIATE assessment for a given objective.