1. (IN)FORMATIVE ASSESSMENT
Redmond School District
Mentor Institute
(IN)FORMATIVE ASSESSMENT
Facilitated by
Marsha Benjamin Moyer

2. Are You… ASSESSMENT SAVVY?
Skilled in gathering accurate information about students learning?
Using it effectively to promote further learning?

3. Institute Objectives
Understand the various reasons as to why assessment is essential in teaching/learning
Describe 3 types of assessments and identify the purpose of each (why)
Identify assessment targets (what)
Explain various methods of assessment (how)
Apply assessment information to current teaching experience

4. FORMATIVE ASSESSMENT…
refers to any number of ways that we can uncover student ideas/knowledge about concepts important to the unit being taught (diagnostic) in order to adjust our instruction to the needs of the students; collecting evidence of understanding in order to focus teaching and learning
Assessment FOR learning
involves teachers providing descriptive rather than evaluative feedback to students
involves teachers assessing frequently and using the results to plan next steps in instruction
involves reporting to others about students’ achievement status at a certain point in time
both 1 and 2

5. HOW DO YOU ASSESS?
List some ways you typically assess students in your classroom. 1. 2. 3. 4.

6. WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students at the end of an instructional unit or sequence
However, when assessment and instruction are interwoven, both the students and the teacher benefit

7. ASSESSMENT PROCESS Pre – Assessment
Summative Assessment (Assessment OF Learning)
Formative Assessment (Assessment FOR Learning)

8. PRE-ASSESSMENT
The purpose of pre-assessment is to determine what students know about a topic before it is taught.
Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.

9. Pre-Assessment Strategies
Checklist
Pre-test
KWL Charts
Graphic Organizers
Student Discussions
Student Demonstrations
Student Products
Student Work Samples
Show of hands/EPR (Every Pupil Response)
Standardized Test Data
Teacher Observation
Writing Prompts
Writing Samples

10. Assessments FOR learning happens while learning is still underway
FORMATIVE ASSESSMENT
Assessments FOR learning happens while learning is still underway
These are assessments that:
are conducted throughout teaching and learning to diagnose student needs
plan the next steps in instruction
provide students with feedback they can use to improve the quality of their work
help students see and feel how they are in control of their journey to success

11. FORMATIVE ASSESSMENT
This Type of Assessment is NOT about accountability…
it is about GETTING BETTER!!

12. Provide a clear and understandable vision of the learning target
FORMATIVE ASSESSMENT
Seven Strategies
WHERE AM I GOING?
Provide a clear and understandable vision of the learning target

13. What Can Be Assessed? ACHIEVEMENT TARGETS Knowledge Mastery Reasoning
Proficiency
Performance
Skills
Ability to
Create Products

14. 2. Use examples and models of strong and weak work
FORMATIVE ASSESSMENT
Seven Strategies
WHERE AM I GOING?
2. Use examples and models of strong and weak work

15. FORMATIVE ASSESSMENT Seven Strategies WHERE AM I NOW?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.

16. FORMATIVE ASSESSMENT Seven Strategies HOW CAN I CLOSE THE GAP?
5. Design lessons to focus on one aspect of quality at a time.
6. Teach students focused revision.
7. Engage students in self-reflection, and let them keep track of and share their learning.

17. Formative Assessment Strategies
Conference
Cooperative Learning Activities
Demonstrations
Exit Card
Graphic Organizers
“I Learned” Statements
Interviews
Journal Entry
KWLs
Learning Logs
Oral Attitude Surveys
Oral Presentations
Peer Evaluations
Problem Solving Activities
Products
Questioning
Quiz
Response Groups
Self-Evaluations

18. SUMMATIVE ASSESSMENT This type of assessment is a successful
end product
and/or the fulfilling of the pre-stated objective

19. A summative assessment/evaluation is designed to:
provide information
make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances)
It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.

20. Summative Assessment Strategies
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review

21. The Assessment–Instruction Process
Pre – Assessment “finding out”
Summative Assessment “making sure”
Formative Assessment “checking in” “feedback” “student involvement”

22. What types of Assessment Methods Can Be Used?
Selected
Response
Extended Written
Response
Performance
Assessments
Personal
Communication

23. What types of Assessment Methods Can Be Used?
Selected
Response
Students select
the correct/best
response from
a list provided
Multiple choice, true/false, matching,
short answer, fill-in questions

24. What types of Assessment Methods Can Be Used?
Extended Written
Response
Students construct a written
answer in response
to a question or task
Compare …… Analyze…… Interpret….
Solve a problem and explain work… Describe in detail…

25. What types of Assessment Methods Can Be Used?
Performances:
*playing an instrument,
*carrying out steps in
an experiment
*speaking in a foreign language
*working productively
in a group
Assessment is based on
observing a performance/product
and making a judgment
Performance
Assessments
Products:
*term paper
*lab report
*work of art

26. What types of Assessment Methods Can Be Used?
Determine what a student
has learned through
personal interaction with them
*Responding to
journals/logs
*Asking questions
during instruction
*Interviewing students
in conferences
*Giving examinations
orally
Personal
Communication

27. Matching Assessment Targets and Methods
Selected
Response
Extended
Written
Response
Performance
Assessment
Personal
Communication
Knowledge
Mastery
Match the assessments at your table with the target and method
Reasoning
Proficiency
Skills
Ability to
Create Products

28. Classroom Assessments
Some teachers Some teachers
talk about: talk about:
LEARNING GRADES
Can these co-exist peacefully?
Should one receive emphasis over the other?
VERSUS

29. Conceptualizing the Domain

30. Based on evidence/research, “It’s not the difference in curricula, it’s the difference in teaching that really impacts student achievement.”
TRUE
FALSE

31. Descriptive and specific feedback should be provided to students
by the teacher
by other students
by both the teacher and other students

32. Descriptive and specific feedback should be provided to students
by the teacher
by other students
by both the teacher and other students

34. Formative Assessment-Take 1

35. Formative Assessment-Take 2

36. Formative Assessment-Take 3

37. Formative Assessment-Take 4

38. Formative Assessment-Take 5

42. SOME FINAL THOUGHTS Formative Assessment:
Refers to what happens on a daily basis in the classroom
Provides teachers with information about specific next instructional steps for students:
Assessment Drives Instruction.
Students know where they are at instructionally and where they need to go
On-going assessment provides continual feedback that helps students progress over time

43. (IN)FORMATIVE ASSESSMENT
Redmond School District
November 2013

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Human Scatterplot
Teachers create x- and y-axis on floor and label each
Students place themselves on the graph based on their own self-assessment
Can also be done with post-its instead of people
Gives a quick snapshot of student thinking and confidence students have in their level of understanding
4/19/2017
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Four Corners
Used with challenging multiple choice questions
Each corner of the classroom is labeled with a letter, students move to the corner that matches their choice
Discuss their choice with other students in the same corner
One representative presents the ideas from their corner
Students may change sides of the room after discussion
4/19/2017
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She was embarrassed that she didn’t speak the language well. B
The store was across a dangerous street.
Why didn’t Andrea go to the store? C
She didn’t have enough money to buy anything. D
She was nervous that she would run into Emilio.
4/19/2017
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Commit and Toss
For brave teachers
Teacher gives students a question
Students write answer on paper, then crumple it up
Students toss the paper balls to other students
Teacher calls on students to talk about the ideas on the papers they caught
4/19/2017
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Agreement Circles*
Teacher gives statement
Students agree/disagree (agree forms inner circle/ disagree forms outer circle)
Inner and outer circles discuss the statement
Activates thinking and encourages academic debate
4/19/2017
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Wipe Out!
Students list 3 things they learned
All students stand up
One student reads list, everyone crosses off common ideas
Students sit down when all of their ideas have been crossed off
4/19/2017
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Traffic Light
Allows students to self-assess
Can be used at any point during instruction
Colors indicate full, partial, or minimal understanding
4/19/2017
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Finish the Face
Combines summarizing with metacognition
Students reflect on their learning and confidence level
Easy to use for a quick sort of students
4/19/2017
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Problem
What I Know
What I Need to Find Out
Solve and Label
Explain and Justify
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On A Roll*
Each table rolls a number cube
Students at the table answer the question that corresponds to the number rolled
Can be used for several days over the course of a topic of study
4/19/2017
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56. First Word/ Last Word Poems*
Students create acrostic poems with information they know about a topic
First Word Acrostic Poems can be used to pre-assess student understanding
Last Word Acrostic Poems are used to show what students have learned and understand
4/19/2017
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EROSION
Eats away at land
Rain can cause erosion
Occasionally wind causes erosion
Steps can be taken to prevent erosion including planting trees
Is also known as weathering
Oceans cause erosion that is easy to see
Never is matter lost, it’s just moved to a new place
4/19/2017
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58. Most Valuable Point (MVP)*
Can be used as Ticket-Out-The-Door
Students list
3 new ideas
2 connections
1 question
1-sentence summary
4/19/2017
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3 Pointer
(3 New Things You Learned)
*_________________________________________________________________________________
2 Pointer
(2 Connections You Can Make)
Foul Shot
(What Question Do You Have?)
4/19/2017
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