1. Using Formative Assessments to Improve Instruction Part II Angela Stockman Erie 1 BOCES astockman@e1b.org

2. What is assessment? Which assessments are most valuable to you?

3. What have we learned about improving performance?

4. What role do power indicators play in improving performance?

5. Assessment Moments, Stakes, and Purposes

6. Types of Assessments: Formative: Used to Inform Instruction Diagnostic/Common Formative Classroom Formative Post-Testing ELA 3-8 Assessments Summative: Used to Measure Mastery Unit Tests Local Final Assessments State Final Assessments

7. DIAGNOSTIC ASSESSMENTS Low Stakes Used to gather data in order to plan for instruction, place students, or secure additional services Classroom Examples: spelling pretests writing samples running records unit pretests

8. Common Formative Assessments Low Stakes Are the same across grade level classrooms Have predictive value toward the state assessment Are brief, providing teachers and students immediate feedback Inform instruction

9. CLASSROOM FORMATIVE ASSESSMENTS Low Stakes Used to gather data, so that modifications and adjustments can be made. Also used to identify students in need of remediation or services. Classroom Examples: Checklists Ticket out the door Research proposals Think/Pair/Share Classroom discussions—recorded

10. POST TESTS Aligned/reflective of diagnostic or pretest Used to measure the effectiveness of instruction and growth over time in a complete or sample population Classroom Examples Writing samples—Sept. and June Portfolio pieces

11. SUMMATIVE ASSESSMENTS High stakes Used to evaluate levels of mastery and make decisions regarding grades, promotion, graduation Classroom Examples: Unit tests Research papers Portflios Oral presentations Final exams (uncommon) District Examples: Common, local final exams Common K-12 portfolios Exit papers—graduation SED Examples: NYS Regents Examinations

12. Identifying Assessment Types

13. What is an aligned assessment? What is a deeply aligned assessment?

14. Formative Assessment Building. Larry Ainsworth. Erie 1 BOCES, West Seneca, New York. Sept. 2007. Aligning the Curriculum: The Science. Jan Jacob. Erie 1 BOCES, West Seneca, New York. Oct. 2005. Martin-Kniep, Giselle. 2005. Assessment Liasons Program. Albany, NY. Bernhardt, Victoria.1998. Data Analysis for Comprehensive Schoolwide Improvement. Larchmont, NY: Eye on Education. English, Fenwick (2001). Deep Curriculum Alignment. Lanham, MD: Scarecrow Education. REFERENCES