1. A K-12 WORKSHOP INTRODUCING INFORMAL ASSESSMENTS TO TEACHERS AND ADMINISTRATORS KAREN AUTON, SHAR BECK, AND TYLER WEST Extreme Makeover: Assessment Edition

2. LET’S BEGIN WITH AN INFORMAL ASSESSMENT OF YOUR MASTERY OF ASSESSMENT PRACTICES POP QUIZ…..

3. A. Formal / summative B. Informal / formative Which type of assessment is best suited to guide instructional decisions ?

4. A. Formal / summative B. Informal / formative Which type of assessment is easier to match to your classroom goals?

5. A. Formal / summative B. Informal / formative Which type of assessment can be used to increase student motivation and self- confidence?

6. A. Formal / summative B. Informal / formative Which type of assessment is administered more frequently?

7. A. Formal / summative B. Informal / formative Which type of assessment can be more immediately analyzed at the student level?

8. A. Formal / summative B. Informal / formative Which type of assessment is more authentic?

9. A. Formal / summative B. Informal / formative Which type of assessment promotes student ownership and engagement in learning?

10. If you answered B to all of these questions, you are correct! Research Shows That Informal / Formative Assessments…. Guide Instructional Decisions Parallel Classroom Goals Increase Student Motivation and Self Esteem Can be administered frequently Can be Immediately Analyzed at the Student Level Promote Student Ownership and Engagement Are Authentic

11. HIGH STAKES TESTING ASSESSMENT AFTER LEARNING TEACHER-CENTERED CLASSROOMS ANXIETY AND STRESS Choosing A might mean that you are a fan of…

12. Are you a Pass or Fail kind of teacher?

13. Is it a Win or Lose situation?

14. Is it a Celebration? Is it Toxic? What does your grade book look like?

15. MEASURE LEARNING OR PROMOTE LEARNING Make a Choice

16. What will we get out of this makeover? Ability to assess and instruct simultaneously Time Frequency of assessment helps student and teacher monitor learning Achievement Ongoing assessment tools that are specific in nature Diagnostics Descriptive and informative data about each student Substantial Data Immediate feedback about learning targets Immediacy

17. What will students get out of this makeover? Students Ownership of learning Motivation Self- confidence Self- reflection Immediacy

18. OBSERVATION SHOULD BE “EMBEDDED IN THE ACTION OF TEACHING” (BULTERMAN-BOS, 2002) Observation

19. ANECDOTAL RECORD RUNNING RECORD CHECKLIST RATING SCALE Methods for Observing and Recording

20. Student NAME Reads Fluently Self- Corrects missed words Re-reads when story is unclear Describes main character Re-tells story with accuracy 1. 2. 3. 4. 5. Example of an Observational Checklist

21. INFORMAL EVALUATION PROCEDURES ARE “EFFECTIVE ONGOING DIAGNOSTIC TOOLS THAT CAN BE USED TO INFORM INSTRUCTION, MONITOR AND GRAPH PROGRESS, AND PROVIDE A SUBSTANTIAL AND DESCRIPTIVE MEANS OF REPORTING TO PARENTS.” (SPINELLI, 2008) Informal Assessments

22. THUMBS UP / THUMBS DOWN THINK-PAIR-SHARE RESPONSE CARDS RESPONSE CLICKERS Whole Group Informal Assessment Ideas

23. INTERVIEW EXIT CARDS GAMES QUESTIONNAIRES 12 WORD SUMMARY 3-2-1 ONE MINUTE PAPER Individual Informal Assessment Ideas

24. Workshop Features Interaction with ColleaguesDetailed Handouts“Make and Take” Time

25. Supporting Research Avery, P. G. (1999). Authentic assessment and instruction. Social Education, 65(6), 368-373. Buhagiar, M. A. (2007). Classroom assessment within the alternative assessment paradigm: Revisiting the territory. The Curriculum Journal, 18(1), 39-56. Bulterman-Bos, J. (2002). Observation in teaching: Toward a practice of objectivity. Teachers College Record, 104(6), 1069-1100. Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60 (5, February) 6-11. Madaus, G. F., & O’Dwyer, L. M. (1999). A short history of performance assessment: Lessons learned. Phi Delta Kappan,688-695. Penuel, W., Boscardin, C., Masyn, K., & Crawford, V. (2007). Teaching with student response systems in elementary and secondary education settings: A survey study. Education Technology Research & Development, 55(4), 315-346. Randolph, J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113-128. Ruiz-Primo, M., & Furtak, E. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3/4), 205-235. Shirvani, H. (2009). Examining an assessment strategy on high school mathematics achievement: Daily quizzes vs. weekly tests. American Secondary Education, 38(1), 34-45. Spinelli, C. (2008). Introduction: The benefits, uses, and practical application of informal assessment procedures. Reading & Writing Quarterly, 24(1), 1-6. Watson, A. (2006). Some difficulties in informal assessment in mathematics. Assessment in Education: Principles, Policy & Practice, 13(3), 289-303.