Assessments: The Compass that Guides Instruction Priscilla Tucker Fall, 2015

“If you don’t know where you are headed, you’ll probably end up someplace else.” Douglas J. Eder, Ph.D

Why Assess? The true purpose of assessment must be, first and foremost, to inform instructional decision making. - Ainsworth and Viegut, 2006, pp Assessment Resources at HKU. (2015)

How do teachers assess students? Formative Summative Interim Teacher created Allows for adjustments to teaching to affect learning Informative for teachers and students Encourages student ownership for learning Great variation of formats can be matched to any teaching/learning style Used to evaluate knowledge or skills compared to a set of goals within defined time- frame Informative for districts, teachers, and students Used to gauge student learning compared to content standards Used for evaluation of programs, school goals, curriculum, student placement, teacher effectiveness

The Test... Bellringer quiz Benchmark test Semester Exam Peer feedback Homework Algebra End of Course Assessment “Ticket out the door” response

The Distinguishing Factor Formative Formative assessment is assessment for learning. The focus is on the future achievement of students.... Occurs during the learning process. Summative Summative assessment is assessment of student learning. The focus is on what students learned in the past.... Occurs after instruction.

The Middle Ground Interim Assessments Mid-cycle assessment for learning that occurs within a limited time frame. The focus is on predicting success of students and to evaluate programs and pedagogy....Occurs during the learning process, yet resembles summative assessments. Overtest (n.d.)

What is the right balance of assessment type? Perie, Marion, Gong, and Wurtzel (2007) Assessment Ladder (n.d.)

Questions Teachers should ask When Using Formative Assessments 1. Who is and is not understanding the lesson? 2. What are this student’s strengths and needs? 3. What misconceptions do I need to address? 4. What feedback should I give students? 5. What adjustments should I make to instruction? 6. How should I group students? 7. What differentiation do I need to prepare? —Chappuis, 2009, p. 9

‘Using the terms ‘formative’ and ‘summative’ assessment can give the impression that these are different kinds of assessment or are linked to different methods of gathering evidence. This is not the case; what matters is how the evidence is used.’ (Harlen, 2006)

What can educators hope to learn from an interim assessment? Instructional Insight Evaluative Information Predictive Foresight

What can students hope to learn from any assessment? Progress toward learning goal How to improve content knowledge How to improve personal learning strategies Critical thinking skills Self assessment strategies for improvement

How much is too much?

Conclusion

Resources Ainsworth and Viegut. (2006). Common formative Assessments: How to connect standards based instruction and assessment. Thousand Oaks, CA: Corwin Press. Anderson, M. (n.d.). Crap Shoot [Image]. Retrieved from Assessment Ladder [Image]. (n.d.) Retrieved from Assessment Resources at HKU. (2015). Wall of Assessments [Image]. Retrieved from Chappuis. (2009). Seven Strategies of Assessment for Learning. Portland, OR: ETS Assessment Training Institute. Formative Assessment Cartoon [Image]. (n.d.). Retrieved from Harlen, W. (2006) On the Relationship between Assessment for Formative and Summative Purposes. In J. Gardner (Ed), Assessment and Learning (p. 104). London: Sage Publications Ltd Huck and Konopacki. (2009). Evaluation [Image]. Retrieved from Marzano, R. (2006). Classroom assessment and grading that work. Retrieved from Overtest [Image]. (n.d.). Retrieved from Perie, M., Marion, S., Gong, B., and Wurtzel, J. (2007). The role of interim assessments in a comprehensive assessment system. The Aspen Institute. Retrieved from Wood, J. (2006). Specific Feedback [Image].