1. WHAT IS ASSESSMENT?  Anything a teacher does to gather information about a student’s level of knowledge regarding a specific topic

2. ASSESSING USING THE RUBRIC

3. TYPES OF ASSESSMENT Three types of Assessment  Obtrusive  Unobtrusive  Student - Generated

4. OBTRUSIVE ASSESSMENT  Assessment directed/assigned by the teacher  Instruction stops to administer assessment  Assessment can take many forms; including tests, classroom activities, assignment, projects, presentations, interviews  Scores on the assessment are taken and recorded

5. UNOBTRUSIVE  Teacher observes a student performing skill or process, teacher could also use data recorded by students  Better suited to skills and processes that can be observed  Instruction does not stop in the classroom  Also occurs outside of the classroom, any place the teacher can observe a student  Scores can be recorded

6. STUDENT GENERATED  Student designs assessment to demonstrate status on topic  Teacher records score and uses student demonstration as a piece of information  Student friendly version of the rubric would be an important tool

7. FORMATIVE VS. SUMMATIVE  Formative and summative assessments actually don’t exist!  ANY assessment can be formative or summative –DEPENDING ON HOW THE DATA IS USED!  Formative – scores taken during the course of learning to determine where a student is at that point in time  Summative – a score taken and used to describe where a student is at the end of a course of learning

8. THREE USES OF ASSESSMENT  Formative Scores  Summative Scores  Instructional Feedback

9. FORMATIVE SCORES  Taking and recording scores on assessments to determine where a student is a particular point in time  Assessment can take any form  Multiple formative scores can be used to develop a learning trend and ultimately develop a summative score  Used to track student progress towards a learning goal

10. SUMMATIVE SCORE  A score taken and recorded to determine where a student ends up on a learning goal  Typically used to determine and report a “grade”  Assessment can take any form  Should be used in conjunction with formative scores to determine summative score

11. INSTRUCTIONAL FEEDBACK  Data from assessments used to determine and adjust course of instruction  Represents a student’s or class’s understanding or progress towards a learning goal at any point in time  Typically not recorded or scored

12. DESIGNING ASSESSMENTS - OBTRUSIVE  Assessments can be designed to assess all levels of the rubrics at the same time.  Advantage – Students know what the ultimate goal is  Disadvantage – Students begin a course of learning with very low scores, but improve from there  Assessments could be designed to assess level 2.0 material first, and once mastered, move on the level 3.0  Advantage – Opportunity for individualized instruction, foundational material mastered before moving onto learning goal  Disadvantage – If used for a whole class, may hold students back that are ready to move on. Students may not have a clear picture of the ultimate goal

13. DESIGNING ASSESSMENTS - UNOBTRUSIVE  Create situations that allow the teacher to observe student performing skills or processes  “Catch” students performing the skill during the course of instruction  Record data just like any other assignment

14. DESIGNING ASSESSMENTS – STUDENT GENERATED  Allow and encourage students to come up with their own way to demonstrate progress  Record data and use to help determine progress  Write a student friendly version of the rubric  Place responsibility on students to provide data or “prove” their progress to teacher

15. ASSESSMENT VS. GRADING? VS ASSESSMENT GRADING

16. ASSESSMENT SYNTHESIZE WITH GRADING Synthesize AssessmentGrading

18. GRADING RUBRIC BehaviorEffortImprovementComprehensionTeacher Mood 3.03.53.0 3.5 2.0 3.0 1.5