1. WELCOME Please take a moment to fill out a name tent and to work on the task that has been placed at each seat.

3. Business Card Name My favorite way to be assessed is...I know that I have really learned something when... I typically assess students by... When I think about assessing students, I have learned that...

4. Take a moment to think about the reasons you assess students.

5. Some teachers talk about--- LEARNING Some teachers talk about--- GRADES ONGOING ASSESSMENT VS. Can these two coexist peacefully? Should one receive emphasis over the other?

6. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” Carol Tomlinson

7. List some ways you typically assess students in your classroom.

8. WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

9. “Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

10. Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

11. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

12. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Feedback and Goal Setting Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning ConferenceExit Card Peer evaluationPortfolio Check 3-minute pauseQuiz ObservationJournal Entry TalkaroundSelf-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

13. Preassessment 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. Preassessment: provides data that can determine options for students to to take in information, construct meaning, and to demonstrate understanding of new information helps teachers anticipate differences before planning challenging and respectful learning experiences allows teachers to meet students where they are

14. Formative Assessment Is... A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels. Formative Assessment: depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes

15. Summative Assessment Is... A means to determine a student’s mastery and understanding of information, skills, concepts, or processes. Summative Assessment: should reflect formative assessments that precede it should match material taught may determine student’s exit achievement may be tied to a final decision, grade or report should align with instructional/curricular outcomes may be a form of alternative assessment

16. Assessment What is it? What is it like? What is it not? Examples

17. Assessment refers to what happens on a daily basis in the classroom. “…ways to use instruction to inform next steps” …continual feedback that helps students progress over time. “Assessment-Instruction Cycle” used to be instruct, instruct, instruct, then assess now assessment and instruction are interwoven Students should be learning to self-assess, make adjustments, and improve performance. Not helping students gauge their performance can be costly to them. We need to give students models for what we are asking them to do. SOME THOUGHTS ON ASSESSMENT

18. Outcomes By the end of the session, we will have : reflected on our own perspectives about assessment. considered a rationale for on-going assessment in the classroom. distinguished between formative and summative assessment. reviewed several assessment strategies. summarized understanding using a concept map.