1. ASSESSMENT: NOUN OR VERB?
Assessment Literacy
Becky - Welcome

2. Assessment Literacy Team
Rebecca Khosravipour
Karen Duling
Rebecca Greer
Rich Wilson
Connie Winter
Jennifer Hanni
Mary Matthew
Denise Brown
Beth Fultz

3. Our Task… Communicate Bring Clarity Build Common Understanding Becky
Make sense of the MANY types of assessments – How do they fit and work together to improve student learning?
Help define assessment literacy for the state of Kansas
Bring clarity to assessment related vocabulary
Build common understanding
Broad representation – KSDE, MTSS, Small Schools – Large Schools
MTSS is not something separate.  It is a framework to assist in decision making in all tiers of instruction.  

4. Rich talk through the cycle chart
Each “loop” represents a cycle of learning: unit, standard, concept, practice, etc.
Formative processes takes place moment by moment in an on-going manner in your classroom
Usually informal and on-the-spot
Interim assessments are the “in-between” assessments that help you determine more formally if students are grasping and retaining the intended learning
Summative assessments are end assessments that help determine the level of “overall” learning obtained in a unit, semester, course, or year
It would be helpful for participants to understand that interventions should follow this same loop and that progress monitoring is very formative in nature, designed to measure the smallest increments of change, and should really drive instruction during that intervention time, just as formative data should drive the core instruction.

5. Putting the Pieces Together
Assessment Literacy
Putting the Pieces Together

6. What matches your thinking? What challenges your thinking?
Becky
Process time – Read through the chart with a shoulder partner.
What matches your thinking? What challenges your thinking?

7. Becky

8. Becky G circles back to show how the three types of assessments fit in the Loops.
Formative processes takes place moment by moment in an on-going manner in your classroom
Usually informal and on-the-spot
Interim assessments are the “in-between” assessments that help you determine more formally if students are grasping and retaining the intended learning
Summative assessments are end assessments that help determine the level of “overall” learning obtained in a unit, semester, course, or year
It would be helpful for participants to understand that interventions should follow this same loop and that progress monitoring is very formative in nature, designed to measure the smallest increments of change, and should really drive instruction during that intervention time, just as formative data should drive the core instruction.

9. Assessment FOR learning or Assessment OF learning
Formative
Interim
Summative
Becky & Becky
3 Types of Assessments identified by purpose
Go in to the chart and work through purposes and examples
Know your purpose and choose the right tool to get that information.

10. Know your WHY Intentional Plan Balance Q & A
Purpose-Driven! What is it you want to know? Assess to find. Your assessment must match what you need to know?
What do you need to know and what is the most efficient method of determining that information?
How might you audit your assessment processes to ensure they are balanced and giving you the information you need to inform your instruction and student learning? If you are only formatively assessing and not summatively assessing, your assessments are not balanced. Prioritize what we need to know now. You many find out that you need to add in some assessments, not just get rid of.
We can’t do everything all the time. WE must be able to prioritize what’s most important right now.
Assessment is essential to the learning cycle. Assessment is a PARTNERSHIP WITH STUDENTS – not something done to them. They should be as knowledgeable and invested in the goal as the teacher!
What might need to change in your school, your system, your classroom to bring balance to your assessment system? There are free tools available for districts that want to begin the process of assessment auditing. If you would like to know more about that, please visit with Karen or Rich!!!

11.
Q & A
Purpose-Driven! What is it you want to know? Assess to find. Your assessment must match what you need to know?
What do you need to know and what is the most efficient method of determining that information?
How might you audit your assessment processes to ensure they are balanced and giving you the information you need to inform your instruction and student learning? If you are only formatively assessing and not summatively assessing, your assessments are not balanced. Prioritize what we need to know now. You many find out that you need to add in some assessments, not just get rid of.
We can’t do everything all the time. WE must be able to prioritize what’s most important right now.
Assessment is essential to the learning cycle. Assessment is a PARTNERSHIP WITH STUDENTS – not something done to them. They should be as knowledgeable and invested in the goal as the teacher!
What might need to change in your school, your system, your classroom to bring balance to your assessment system? There are free tools available for districts that want to begin the process of assessment auditing. If you would like to know more about that, please visit with Karen or Rich!!!