1. C&I 222: Understanding Goals and Purposes: Assessment OF Learning and Assessment FOR Learning

2. Today’s Class Define Formative and Summative Assessments Describe how assessments can be used formatively and summatively Describe different assessment methods

3. Types of Assessment Formative Assessment that takes place during the learning process. Teachers use the information to guide instruction. Summative Assessments that takes place after the learning to show what students have learned.

4. What’s the Difference? Assessment OF Learning: (Summative) Assessments that occur after the learning has taken place. Discuss different SUMMATIVE assessments that can be used in the classroom and what you do with the information you acquire.

5. What’s the Difference? Assessment FOR Learning: (Formative) Assessments that occur while learning is underway. Discuss different FORMATIVE assessments that can be used classroom and what you do with the information you acquire.

6. FORMATIVE Assessment FOR Learning SUMMATIVE Assessment OF Learning Reasons for Assessing Promote increases in student achievement to help students meet more standards, support ongoing growth; improvement Document individual or group achievement or mastery of standards; measure achievement at a point in time for the purposes of reporting; AudienceStudents about themselvesOthers about students Place in Time A process during learningAn event after the instruction has taken place Primary Users Students, Teachers, ParentsStudents, Teachers, Parents, Administrators, Program Planners, Policy Makers Teacher’s Role Inform students of learning outcomes, adjust instruction based on results, offer descriptive feedback Administer the test accurately, use results to help students meet outcomes, interpret results for parents, build assessments for report card grading Student’s Role Self-Assess, contribute to setting goals, act on classroom assessment results to improve Study material, take the test, strive for the highest possible score, avoid failure Primary Motivator Belief that success in learning is achievable Grades

7. Assessment Sort Make a T-chart on a piece of paper and label one side “formative” and the other “summative” Work with a partner to sort the following assessments on your chart. Be prepared to defend your answer * ACT*Predict-o-gram *Running Record*Concepts About Print*ISAT *End of the Chapter Test*Retell *Venn Diagram comparing 2 versions of a story *A published piece of writing*Story map *A speech*Diorama depicting a scene in a story

8. Assessment Methods “Use multiple forms of assessment to gain a more comprehensive view of students’ literacy skills.” What are some ways that you know of to find out what students know or can do? 4 types of Assessments Selected Response Extended Response Personal Communication Performance

9. Selected Response Matching Multiple Choice True/False Short Answer Fill-in-the-blank

10. Extended Response An extended written or oral response Will show relationships among concepts Can be used to assess a student’s reasoning or knowledge

11. Personal Communication Class Discussions Journals Student/Teacher Conferences Peer Conferences Caution: Teachers need to develop ways record information from PC because we don’t always remember.

12. Performance Assessment Anything that a student makes or does to show what they have learned. –Demonstrating a skill. –Creating a product. –Assess using a checklist or rubric

13. Matching Assessment Method and Learning Targets As a teacher, you will need to decide which assessment method is the best way to assess the different learning targets Target/Method Match –Look at the learning target –As a group discuss how a teacher would know if the student has “hit the target” –What type of assessment would you use?

14. Example: Reading Standard 2A: Students who can meet the standard can Comprehend a broad range of reading materials (5 th grade) PD: Identify/compare characters’ attributes and motives. –How would a teacher know the students have “hit the target? –What assessment would you use?

15. Which Assessment Method??? Use knowledge of letter-sound correspondences and high frequency words to orally read age-appropriate material. Summarize and retell text read or heard. Compare two books by the same author. Recognize 300 high frequency sight words. Use appropriate capitalization. Use available technology to design, produce, and present compositions and multimedia works. Use correct spelling of high frequency words. Define unfamiliar vocabulary. Identify genres of fiction and non-fiction. Make connections from text to text, text to self, text to world. Demonstrate appropriate use of the eight parts of speech. Use figurative language. Use end marks (e.g., period, question mark).

16. Kidwatching- Pair/Share Pick an idea from you Kidwatching reading and share it on Wiki Discussion. –How does this fit in with the article you read this week –What ideas do you think are important to include in your classroom? –What questions do you have?

17. Putting this all together Assessment Philosophy paper (Due) Use a graphic organizer to formulate some of your thoughts and insights gained from the last 3 weeks of readings and class discussion. Helpful resources: –Kidwatching, Ch. 1 & 2 and p. 24. Reflection Questions –Reading Theory Materials posted on Blackboard –Keys to Quality Assessment

18. Next Week Wiki articles: Response to Intervention Jot down questions regarding RtI Assessment Philosophy paper due (What do you need to remember about papers? See the syllabus for guidelines)