1. Using Student Assessment to Improve Instruction Dr. Tim Fry

2. Objective: ► The teacher candidate should become more familiar with the assessment process noting the importance of assessment and how assessment can result in better instruction.

3. Specifically become more familiar with: Specifically become more familiar with:  some underlying principles of assessment  things we assess  three categories or stages of assessment  various forms of assessments including alternatives to pencil and paper tests  reasons we assess--including using the data we collect to improve our instruction

4. Assessments ► What? ► How? ► Why?

5. How does the teacher know if students are learning? Through Assessments!

6. Some Underlying Principles of Assessment Include: ► Aligned to criteria-objectives and scoring rubrics ► More Process than Product ► Evidence and Data should come from a variety of sources ► Reflection and self assessment are important

7. What do we assess? ► Content and Process Skills ► What a student says, does, and writes ► Affective and Psychomotor domains

8. 3 Stages or Categories of Assessments ► Diagnostic ► Formative ► Summative

9. Forms of Assessment (how) include: Tests Discussion Questions Application Exercises Quizzes Performance Assessments Journal Writing Projects Group work Portfolios Oral Exams

10. “I hate taking a test without an eraser.”

11. Some Reasons We Assess (Why) ► Assign grades ► Offer feedback to students and parents ► Provide new learning experiences ► Identify students’ strengths and weaknesses ► Get feedback that will guide future instruction

12. ► How do you prefer to be assessed? ► What is your least preferred way to be assessed? ► Any type of assessment more common in your subject area? Possible reasons?

13. ► Is assessment important? ► How often should we assess? ► Should we assess in more than one way? ► Will you use assessment to improve your teaching?

14. “Teaching without learning is just talking” Angelo & Cross (1993) Classroom Assessment Techniques