1. Steppin’ Into Assessment
Improving Student Performance Through Quality Assessment
Kelley Bujdos
Literacy Coach

2. Think-Ink-Pair-Share
Take a minute and complete the following statement:
I define assessment in the following way…
Teachers will (Think) about assessment and how they define it, then they will write down their own definitions (Ink), they will turn to a partner (pair) and (share) their ideas.

3. The Nuts and Bolts of Assessment
What is it?
What is it like?
Examples
What is it NOT?
These will be the topics we will be addressing during this session.

4. Assessment or Grade?
Use what you know collectively about teaching and learning to sort the words and/or phrases into one of the two categories.
Category Activity: Sort the words on the board into the two categories Assessment and Grade. Discuss the choices as the group works together to complete the sort.

5. Which Do We Want to Drive Classroom Instruction?
Assessments are: diagnostic, integrative, formative, holistic, suggestive, non- judgmental, rigorous, and usually goal directed.
While grades are: partial, administrative, evaluative, often anonymous, private, usually content driven, and summative.

6. Burning Questions About Assessment
What are the 3 biggest questions about grading and assessment that you have or have heard from colleagues, or principals?
Why assess students?
What can be assessed?
How do you assess?
Why assess students: to gather evidence of student learning, inform instruction, motivate students and increase achievement
What can be assessed: readiness-skills, concepts, knowledge interest-surveys, centers, self-selection learning profile-strengths/weaknesses, work preferences, self-awareness

7. The 2 Basic Types of Assessment
Word Sort
Use the bold headings Assessment of Learning and Assessment for Learning to create the headings for two columns.
Sort the paper slips and place each one under the most appropriate heading.
In table groups use the sentence stripe materials in the pink envelope to sort the characteristics of Assessments for learning and Assesments of learning.

8. Chalk Talk
Please list one example of each of the types of assessment locates on the large paper around the room.
Chalk Talk Activity: teachers will move around the room and write down one example that they use in their classroom of pre-assessment, formative assessment, summative assessment

9. On-going Assessment A Diagnostic Continuum
Pre-assessment
Formative Assessment
Summative assessment
Finding Out
Keeping Track and Checking Up
Making Sure
Examples:
Pre-Test
Inventory
KWL
Checklist
Observation
Self-Evaluation
Questioning
Conference
Peer Evaluation
Exit / Entrance Slip
Quiz
Journal Evaluation
Unit Test
Performance Task
Product
Demonstration
Portfolio Review
Review in conjunction with Chalk Talk

10. Frequently Used Assessments
Star Reading Diagnostic
NWEA
Ohio Achievement Assessment
Ohio Graduation test
OTELA
Basic Reading Inventory
Dibels (Dynamic Indicators of Basic Early Literacy Skills)
Brigance Diagnostic Assessment

11. Assessment is….
Pre-Assessment is...Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction
Provides data on individual student, helps teacher anticipate for planning, allows teachers to meet students where they are
Formative Assessment is…A process of accumulating about a student’s progress to help make instructional decisions that will improve their understanding and achievement levels
Used to make instructional decisions, “early warning”, provides regular feedback, evidence of progress
Summative Assessment is…A means to determine a student’s mastery and understanding of information, skills, concepts, and process
Should reflect formative assessment that proceeded it and material taught, may be tied to final grade, should align with instructional goals

12. 3 Minute Buzz
While Reading the Professional Article The Best Value in Formative Assessment by Stephen Chappuis and Jan Chappuis
something you have read that affirms your thinking.
Underline a new idea to you.
Put a by something in the margin you are uncertain about.
Share out as a large group what the circled, underlined, and starred

13. The 5 Keys to Quality Assessment
Identify the Purpose
Clarify the Targets
Use a Sound Design
Provide Effective Feedback
Involve Students

14. Design the Assessment
Working in Pairs the task is to first read the Grade Level Indicator you were given.
Then chose a card that tells you the type of assessment you will be designing.
Finally, you will design an assessment that you could use within that grade level indicator.
Participants will work in pairs, they will be given a grade level indicator. Each group will pull a card that tells the type assessment they will be designing. Each group will share out their grade level indicator and the assessment they designed.

15. Assessment Field Work
Please bring in ONE Pre- Assessment that you use or have used in your classroom and be ready to share.