1. Module #8

2. What is Assessment?
 Assessment is the shared process of gathering
purposeful and systematic measurement for
documentation, reflection, and improvement of
both student learning and institutional practices

3. Why is Assessment Important?
 Assessment helps students learn, teachers improve
instruction, administrators decide how to allocate
resources, and policymakers evaluate the efficacy of
education programs

4. Assessment is Not Evaluation!
 Evaluation analyzes and uses data to make judgments
about student performance
 Assessment analyzes and uses data to make decisions
about improvements in teaching strategies and
student learning

5. Types of Assessment
 Formative
 Interim/benchmarked
 Summative
Other types…
 Diagnostic
 Performance
 Individual or group projects
 Portfolios
 Student logs
 Journals

6. Formative Assessment
 Definition
 Process of gathering evidence of student learning
 Providing feedback
 Adjusting instruction strategies to enhance achievement
 Learners can change behaviors
 E.g., discussion, quiz, etc.

7. Formative Assessment
 Continuing circular process
 Formative Assessment Cycle
 Gather Evidence of Learning
 Evaluate evidence
 Feedback
 Adjust instruction

8. Formative Assessment
Characteristics
 Evidence of student learning
 Structure
 Participants involved feedback
 Instruction adjustments

9. Formative Assessment
Characteristics
 Teacher-student interaction
 Student self assessment
 Attributions for success

10. Formative Assessment
 Informal Formative Assessment
 Observation
 Formal Formative Assessment
 Quizzes

11. Informal Formative Assessment
 Informal observations
 Questioning
 Spontaneous
 Immediate Feedback and instructional adjustments

12. Formal Formative Assessment
 Planned activity – individual or groups
 Specific sequence of activities
 Pre-assessments

13. Formal Formative Assessment
 6 Types of formal formative assessment
 Structured exercises
 Pretests
 Homework

14. Formal Formative Assessment
 6 Types of formal formative assessment
 In class assignments
 Quizzes and Unit tests
 Classroom Response Systems

15. Formative Assessment
 Interim Assessments (Benchmark)
 Periodic testing throughout the school year
 E.g., every six weeks or chapter test
 Low-level/ little or no student feedback
 More formal style using projects, written assignments,
and tests

16. Formative Assessment
 Effective Feedback
 Engage students
 Differentiate
 Feedback about student work, not the student

17. Formative Assessment
 Types of Feedback
 Goal-directed
 Scaffolded
 Self-Referenced
 Standards-Referenced
 Norm-referenced

18. Formative Assessment
 The nature of the feedback
 Amount
 Timing
 Mode
 Audience
 Type of task

19. Formative Assessment
 Differentiated Formative Feedback
 Learner Level of Ability
 Grade Level
 Subject

20. Formative Assessment
 Effective Feedback
 Relates performance to standards
 Relates performance to strategies
 Indicates progress
 Indicates corrective action
 Specific
 Focuses on errors
 Focuses on effort attributions

21. Formative Assessment – Mastery
Learning
 Instructional Adjustments
 Further reading
 Individual tutoring
 Group work (small group / whole class)

22. Formative Assessment– Mastery
Learning
 Instructional Adjustments
 Questioning
 Work sheets
 Peer tutoring
 Clarifying criteria

23. Formative Assessment – Mastery
Learning
 Instructional Adjustments
 Modeling
 Changing sequence
 Online exploration
 Concept mapping

24. Formative Assessment
 Differentiated Instruction
 Response to Intervention
 Learning progressions

25. Summative Assessment
 Planning Summative Assessment
 End of a large chunk of learning
 Review what you want to do
 Criteria for ensuring high-quality assessment
 Representative sampling
 E.g., standardized testing, final exams, major cumulative
projects, research projects, etc.

26. Summative Assessment
 Preparing students – Assessment – Taking skills
 Teach assessment taking skills
 Test length, format, types of questions, etc.
 Review

27. Summative Assessment
 Preparing students
 Item type and format
 Assessment anxiety

28. Summative Assessment
 Conducting Summative Assessments
 When should they be scheduled
 When should they be created

29. Summative Assessment
 Creating Summative Assessments
 Assessment Directions
 Arrange Items
 Physical Layout

30. Assessment Types Comparison Table
Category Formative Interim Summative
Timeline and
frequency
Often and during
the course of
instruction
Pre-determine
points of time
End of unit and/or
end of year
Grading Optional Necessary Necessary
Opportunity to
improve student
learning
High Med or high
(depending on
implementation)
Low
Purpose • Adjust
instruction
• Provide
feedback to
student
• Adjust
instruction
• Report cards
• District reports
• Report cards
• District and
state reports

31. Assessment Question Types
 Multiple choice
 Matching, sequencing
 True-false, yes-no
 Factual short answer, fill-ins
 Higher-order shot answer
 Short or long essay
 Reliability and Validity

32. Delivery Types
 Paper and pencil
 Online
 Computer adaptive testing

33. Scoring Types
 Human scoring
 Distributed scoring
 Automated scoring
 Rubric
 Checklists