1. Informal & Formal Summative, Formative & Diagnostic
Types of Assessment
Informal & Formal
Summative, Formative & Diagnostic

2. Let’s check it out Note take main points raised in the following:
Assessment:
Assessment Resource

3. What is Assessment for Learning?
Assessment Reform Group (UK 2002): Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Assessment for Learning is also known as formative assessment.

4. What is the difference between formative and summative assessment?
Activities associated with summative assessment (Assessment of Learning) result in an evaluation of student achievement –
For example, allocation to a level or standard or allocation of a letter or numerical grade, which might later appear in a report.

5. Activities associated with formative assessment (Assessment for Learning) do not result in an evaluation. Information about what a student knows, understands and is able to do is used by both the teacher and the learner to determine where learners are in their learning and how to achieve learning goals.

6. Diagnostic Assessment
designed to identify areas of weakness and strength.
Diagnostic assessment may include: checklists, running records, continua and formal assessment tools.

7. How is assessment planned?
Assessment is integral to the teaching and learning cycle. When planning assessment tasks as part of a unit of work, it is important to cater for all students in the class.
When constructing an assessment task/activity the teacher will consider a range of points.

8. English Assessment Plan Model… K-6 Writing
What will be assessed?
How will it be assessed?
How will it be recorded?
Text Types:
Whole text level-
Function/Purpose/
Structure
Sentence level-
Grammar
Punctuation
Word level
Spelling
Handwriting
Word Processing
Focused Teacher observation
Work samples
Naplan writing data
Analysis of work samples using criteria (2 text types per term)
Checklists relating to teaching focus
Rubrics
Proofreading
Guided writing
Interactions with students
Author’s circle
Set tasks
Capacity matrices
A-E descriptors assigned to 2 writing tasks each semester
Annotated work samples
Published writing annotated with process skills assessed
Anecdotal records
Annotations on work samples
Teacher/student developed rubrics included in portfolios
Matrices used by students
Tracking sheet for stages aligned to outcomes
Reports to parents indicate A-E achievement in writing
Teacher comments
Student comments
Student CD file for evidence

9. Reading What will be assessed? How will it be assessed?
How will it be recorded?
Learning to Read….
Use of strategies and the cueing systems
Phonemic awareness
Graphophonic skills
Sight word recognition
Comprehension of
Factual and literary texts…
Literal
Inferential
Learning about reading
Visual literacy
Critical literacy
Early reading behaviours
Running records
Formal and informal testing
Flash cards/context
Retelling
Work samples
Naplan
Guided Reading
Responses to reading
Higher order thinking products (6 hats) e.g. QL tools
Rubrics
Graphic organisers
Responses to multi-media stimulus material
Questioning
Open-ended tasks
Hot seat
Checklist (ongoing)
Checklist developed from teaching focuses
Student word list (on-going)
Portfolio entries(each semester)
Anecdotal records(on-going)
Student journals (on-going)
Work samples on file
Proformas for teaching focuses (on-going)
Student annotated work samples (1 per term)
Reading logs(on-going)

10. Talking & Listening What will be assessed? How will it be assessed?
How will it be recorded?
Oral presentation skills and content
Listening skills
Social interaction
Discussion skills
Co-operative learning skills
Use of class developed rubrics (on-going)
Video clips
Self/peer assessments using rubrics or teacher checklist aligned to teaching focus
Use of formal and informal strategies across KLAs
Student file
Portfolio entry (one per term)
Focused observation on proforma (one per term)
Capacity matrices (on-going)

11. As a teacher you need to consider:
'What is the purpose of the assessment?' Is it to inform planning; to gather formative or summative information?
What is the learning outcome that students will demonstrate?
How can all students demonstrate their learning?
What evidence will be collected to support this?
What are other skills/concepts that the student will require in order to demonstrate this learning outcome? For example oral presentations require a student to have both oral communication skills and content knowledge.
What criteria will be used to assess the student's performance?

12. Examples of Assessments
Consider the student's needs. What are you trying to assess?
work samples (writing, drawing, concept map, model);
tests (verbal, essay, multiple-choice, matching);
interviews and conferences (taped, verbal, peer assessment, group discussion);
portfolios (diaries, sketches, journals, digital files, notes);
performance (problem-solving, role-play, structured discussions, debates);
major work (exhibition, invention, investigative project, recital).
Check that the student understands the assessment task. Is the language used clear and explicit?

13. What are Assessment for Learning strategies?
The Strategic use of Questioning
Questioning is used not only as a pedagogical tool but also as a deliberate way for the teacher to find out what students know, understand and are able to do.
Effective teacher feedback Effective teacher feedback focuses on established success criteria and tells the students what they have achieved and where they need to improve. Importantly, the feedback provides specific suggestions about how that improvement might be achieved.

14. Peer Feedback
Peer feedback occurs when a student uses established success criteria to tell another student what they have achieved and where improvement is necessary.
Again, the feedback provides specific suggestions to help achieve improvement.
Student Self Assessment
Student self-assessment encourages students to take responsibility for their own learning.
It incorporates self-monitoring, self-assessment and self-evaluation

15. The formative use of summative assessment
Summative assessment (of learning) is a necessary aspect of education. Formative (for learning) use can be made of summative assessment, both before and after the assessment event.
Summative assessment (assessment of learning) is the assessment that involves an evaluation of student achievement resulting in a grade or a certification.

16. For the Teacher:
Making formative use of summative assessment means using information derived from summative assessment to improve future student performance. For the teacher it involves:
providing a range of assessment tasks and opportunities to make certain that a range of student learning styles are catered for
teaching students to prepare more efficiently for summative assessment by making use of knowledge about themselves as learners
making use of the results of summative assessment so that learning is emphasized.

17. For the Student
developing the ability to identify 'where I am now' and 'where I need to be'… and to prepare for summative assessment accordingly
recognising that summative assessment experiences are an opportunity for further learning and a chance to improve future achievement.

18. Evaluation Use these questions as guidelines:
Is the content of the assessment specifically addressing the skills, knowledge and understanding which have underpinned the teaching?
Is there a marking scheme? Does it reflect the demands of each of the questions?
Is there a variety of question types (multiple choice, short answer etc.)
Identify the cognitive demands of each of the questions. Is there a logical order on the paper from simple recall questions to ones which are more demanding of the student?
Are the questions written in clear and explicit language? Will students be clear about what they are being asked?
Do features of the assessment advantage or disadvantage students of different genders, ethnicities or language backgrounds, or with different learning styles?

19. Your second assessment
For this assignment, you will be provided with background information about a case study subject.
1 You are to identify the following details about the subject from the information given to you.
With regard to the ‘case study subject’, the NESB learner:
student base data: age, gender, language(s), time in school(s); place of origin, etc.;
cultural background including cultural mores and possible teaching styles;
family context; level of confidence of the student;
starting level of ability in the English language with regard to speaking, reading, writing and comprehension;
assessment data; documented achievements and areas of concern;
academic / intellectual ability; and any other pertinent information.
You can present this in any format you would like – use headings / paragraphs

20. 2 You are to use this information to develop directions and strategies for an intervention program with the learner.
With regard to implementing teaching directions and strategies:
perceived areas of strength
perceived areas of need
goals for your proposed teaching intervention
strategy for assessment for learning: type and rationale
initial teaching and learning focus: give rationale
teaching and learning strategies / approaches: give rationale

21. You are to prepare a single lesson for the learner
You are to prepare a single lesson for the learner. This lesson will be a teaching/learning engagement to address one aspect within a perceived area of need you documented in the previous section.
Use the appropriate ND lesson plan template (Primary or Secondary). This section is not to be included in the word count.