1. So What is Assessment?
The informal and formal gathering of student data to assess student learning.
“Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning” (Angelo & Cross, 1998)

2. Partner Prediction: Predict the relationship between assessment and student learning in the classroom.
“The research reported here shows conclusively that assessment does improve learning.”
“The gains in achievement appear to be quite considerable among the largest ever reported for educational interventions.” (Black, P., William, D.,1998)

3. Why Assessment?
Marzano, R.M. (2006)

4. Assessment
Formative
Summative
Student /Self
Authentic

5. Assessment, Continued FORMATIVE ASSESSMENT:
Used before or while instruction is occurring
Information gathered by teacher to inform instruction
SUMMATIVE ASSESSMENT:
Information gathered at the end of “an instructional episode”(Marzano, 2010) for purpose of judging outcome

6. Formative vs. Summative (in the classroom)
Formative Assessments
Questions (no hands, teacher randomly calls on students)
Item Analysis (after homework grading, quizzes, etc.)
Clickers (periodically after key points in presentations)
Homework (if teacher uses to assess whether students learned the objective)
Quizzes
Mini-whiteboards
Pretests
Scanning the class to assess comprehension (Radar!)
Discussion board responses
Note sheets incorporating periodic comprehension checks
Summative Assessments
End of unit tests
Mid-Term and final exams
State and national tests
Accreditation tests

7. Which is More Powerful – Formative or Summative?
In Black and Williams (1998) meta-analysis of some 250 studies . . .
The most powerful feedback/assessment strategy is FORMATIVE
And it is at it’s strongest when it informs the teacher and the student.

8. Formative Assessment – A Brain Tickler!
Do you know the difference between obtrusive and unobtrusive formative assessment?

9. Obtrusive vs. Unobtrusive
Formative Assessment
Obtrusive
Unobtrusive
(Marzano, et. al., 2013)

10. Obtrusive Assessment Purposeful interruption of flow of instruction
Paper-and-pencil test or quiz
Demonstration (teacher or student)
Oral report (student)
Constructed conversation
Presentation (teacher or student)
Use of mini-whiteboards
Note-taking interruption with task (e.g. Cornell Notes)
In-class item analysis
Use of clickers in Ppt presentations

11. Unobtrusive Assessment
Does not interrupt flow of instruction
Teacher observation
Use of proximity
Questioning with random selection
Observation of individual student or student interactions in groups, with feedback
Importance of teacher circulation

12. Teaching Assessment Tip – Circulate!
Break the plane
Full access required
Engage while circulating
Move systematically but unpredictably
Position for power
Lemov, D. (2009)
Bottom line about circulation
Necessary component of unobtrusive assessment
Effective classroom management tool

13. Formative Assessment Jigsaw
Groups of three, numbering off 1, 2, 3 (Home Groups)
Use the Angelo and Cross “Classroom Assessment Techniques” packet in your folder: #1 – Minute Paper; #2 – Muddiest Point; #3 – Concept Map
Break into “Expert Trios” – all the 1’s in one group, 2’s in one group, 3’s in one group
Expert groups read, discuss, and fill out their section of Categorizing Group
Back in Home Groups
Person #1 relates their subject, other Home Group members fill their grid out, then #2, then #3

14. What about student Self-Assessment?
When students track their own progress:
Marzano Research Laboratory: meta-analysis of 14 different studies in which teachers had students chart their progress on specific learning goals. The results?
Effect Size (the larger the ES, the more powerful) = .92
Percentile Gain = 32
Marzano, R.J. (2010)

15. Self-Assessment Strategies

16. Self-Assessment Strategies
Other Ideas:
Student “Grade Checks” at regular intervals
Logs or Journals of grades
Low grade student responses (for major projects, assessments, etc.)
Identify why they got the grade they got
Resubmit assignment after correcting mistakes
Identify what they need to do for next unit assessment or assignment

17. Student Self-Assessment Activity
Choose one of the classes that you teach.
Create/Identify a student self-assessment activity for that class.
When called on, share!

18. Authentic Assessment
Assessment technique “most consistent with the Learning College” (Shugart, 2012)
“Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school“ (Ormiston, 2011)
Demonstrations
Performances/
Role Plays
Simulations/
Portfolios w/
Selections
Strategic
Life-connected
Exhibitions
Research w/

19. Authentic Assessment Activity
Choose an objective or outcome that you teach from one of your classes.
Create/identify an authentic assessment project that you plan on implementing for this class.
When called on, share!

20. Assessment
Formative
Summative
Student /Self
Authentic

23. The EMCC Assessment Cycle