3. 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.

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

6. 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?

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

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

9. 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

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

11. 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.

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

13. 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

14. 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. provides data to determine options for students helps determine differences before planning helps teacher design activities that are respectful and challenging allows teachers to meet students where they are identifies starting point for instruction identifies learning gaps makes efficient use of instructional time

15. 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. 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

16. Summative Assessment Is... A means to determine a student’s mastery and understanding of information, skills, concepts, or processes. 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

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

18. 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 instruct,assess,instruct,assess 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

19. EXIT CARDS

20. Exit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles. The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject. The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.

21. Students who are struggling with the concept or skill Students with some understanding of concept or skill Students who understand the concept or skill Group 1 Group 2 Group 3 Readiness Groups EXIT CARD GROUPINGS

22. Examples of Exit Cards Let’s take a look at some examples---

23. EXIT CARDS Today you began to learn about decimal fractions List three things you learned Write at least one question you have about this topic

24. EXIT CARDS Today you began to learn about hyperbole. List three things you learned. Write at least one question you have about this topic.

25. EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue. What questions do you have about this topic?

26. EXIT CARDS We have begun a study of author’s craft. List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

27. EXIT CARDS On your Exit Card--- Explain the difference between prime and composite numbers. You may wish to give some examples of each as part of your explanation.

28. EXIT CARDS On your exit card--- Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

29. EXIT CARDS - Learning Profile We used the following learning strategies in this lesson: 3 minute pause T-P-S Visualizing What learning strategy or strategies seemed to work best for you?

30. 3-2-1 Summarizer After reading over my rough draft--- 3 revisions I can make to improve my draft. 2 resources I can use to help improve my draft. 1 thing I really like about my first draft.

31. Thank you for your attention this afternoon. Before you leave today… Please fill out an evaluation form. Pass it to the front. BLUEPlace the BLUE dot from your folder on the graph so that it bests represents where your knowledge of differentiation is right now.