1. Extreme Makeover: Assessment Edition
A K-12 Workshop introducing informal assessments to teachers and administrators
Karen Auton, Shar Beck,
and Tyler west

2. POP QUIZ…..
Let’s Begin with an informal assessment of your mastery of assessment Practices

3. A. Formal / summative B. Informal / formative
Which type of assessment is best suited to guide instructional decisions?
A. Formal / summative B. Informal / formative

4. A. Formal / summative B. Informal / formative
Which type of assessment is easier to match to your classroom goals?
A. Formal / summative B. Informal / formative

5. A. Formal / summative B. Informal / formative
Which type of assessment can be used to increase student motivation and self- confidence?
A. Formal / summative B. Informal / formative

6. A. Formal / summative B. Informal / formative
Which type of assessment is administered more frequently?
A. Formal / summative B. Informal / formative

7. A. Formal / summative B. Informal / formative
Which type of assessment can be more immediately analyzed at the student level?
A. Formal / summative B. Informal / formative

8. A. Formal / summative B. Informal / formative
Which type of assessment is more authentic?
A. Formal / summative B. Informal / formative

9. A. Formal / summative B. Informal / formative
Which type of assessment promotes student ownership and engagement in learning?
A. Formal / summative B. Informal / formative

10. Research Shows That
Informal / Formative Assessments….
If you answered B to all of these questions, you are correct!
Guide Instructional Decisions
Parallel Classroom Goals
Increase Student Motivation and Self Esteem
Can be administered frequently
Can be Immediately Analyzed at the Student Level
Promote Student Ownership and Engagement
Are Authentic

11. Choosing A might mean that you are a fan of…
High Stakes Testing
Assessment After Learning
Teacher-Centered Classrooms
Anxiety and stress

12. Are you a Pass or Fail kind of teacher?

13. Is it a Win or Lose situation?

14. What does your grade book look like?
Is it a Celebration?
Is it Toxic?

15. Measure Learning Or Promote Learning
Make a Choice
Measure Learning Or
Promote Learning

16. What will we get out of this makeover?
Ability to assess and instruct simultaneously
Time
Frequency of assessment helps student and teacher monitor learning
Achievement
Ongoing assessment tools that are specific in nature
Diagnostics
Descriptive and informative data about each student
Substantial Data
Immediate feedback about learning targets
Immediacy

17. What will students get out of this makeover?
Ownership of learning
Motivation
Self-confidence
Self-reflection
Immediacy

18. Observation should be “embedded in the action of teaching”
(Bulterman-Bos, 2002)

19. Methods for Observing and Recording
Anecdotal record
Running record
Checklist
Rating scale

20. Example of an Observational Checklist
Student NAME
Reads Fluently
Self- Corrects missed words
Re-reads when story is unclear
Describes main character
Re-tells story with accuracy 1. 2. 3. 4. 5.

21. Informal Assessments
Informal evaluation procedures are “effective ongoing diagnostic tools that can be used to inform instruction, monitor and graph progress, and provide a substantial and descriptive means of reporting to parents.” (Spinelli, 2008)

22. Whole Group Informal Assessment Ideas
Thumbs up / Thumbs Down
Think-Pair-Share
Response Cards
Response clickers

23. Individual Informal Assessment Ideas
Interview
exit cards
Games
Questionnaires
12 word summary
3-2-1
One Minute paper

24. Interaction with Colleagues
Workshop Features
Interaction with Colleagues
Detailed Handouts
“Make and Take” Time

25. Supporting Research
Avery, P. G. (1999). Authentic assessment and instruction. Social Education, 65(6),
Buhagiar, M. A. (2007). Classroom assessment within the alternative assessment paradigm: Revisiting the territory. The Curriculum Journal, 18(1),
Bulterman-Bos, J. (2002). Observation in teaching: Toward a practice of objectivity. Teachers College Record, 104(6),
Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60 (5, February) 6-11.
Madaus, G. F., & O’Dwyer, L. M. (1999). A short history of performance assessment: Lessons learned. Phi Delta Kappan,
Penuel, W., Boscardin, C., Masyn, K., & Crawford, V. (2007). Teaching with student response systems in elementary and secondary education settings: A survey study. Education Technology Research & Development, 55(4),
Randolph, J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2),
Ruiz-Primo, M., & Furtak, E. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3/4),
Shirvani, H. (2009). Examining an assessment strategy on high school mathematics achievement: Daily quizzes vs. weekly tests. American Secondary Education, 38(1),
Spinelli, C. (2008). Introduction: The benefits, uses, and practical application of informal assessment procedures. Reading & Writing Quarterly, 24(1), 1-6.
Watson, A. (2006). Some difficulties in informal assessment in mathematics. Assessment in Education: Principles, Policy & Practice, 13(3),