Assessment Tools for EC-8 Summer Institute

Is Assessment for EC-8 Necessary? Why should we make young children “test anxious?” What purpose do assessments serve for this age group?

Possible answers To prove to taxpayers that their tax dollars are being spent to actually educate children. To confirm that students are learning the intended curriculum. To refine and improve curriculum, instruction, and student learning.

Assessment Approaches Assessment should encourage and lead learning. Assessment must measure what is valued. Assessment should be embedded in instruction. Assessment must be fair/equitable and reliable/valid. Teachers must be involved in the design of assessment and interpretation of data.

Types of Assessment Formal Assessment—testing instrument that measures a specific set of skills or objectives. Formal assessments include standardized tests (TAKS) or traditional midterm or final exams. Informal Assessment—testing instrument that’s ongoing, unofficial, and measures a set of skills. Informal assessments include interviews, observations, checklists, journals, games, projects. Curriculum-Based Assessment—teacher-made tests.

Formal Assessments in Mathematical Terms Norm-referenced test scores are placed along a bell curve and used to classify (usually by grade level or rank) students (gifted to remedial). Criterion-referenced tests determine what test takers know and can do relative to predetermined performance goals or standards (TAKS)

Formal Assessment Examples State mandated examinations (TAKS). College entrance examinations (SAT, ACT). Special education/learning disabilities testing. End of course examinations (final exams). Qualifying examinations (GED, police, lawyer).

Formal Assessment Taxonomy A formal assessment needs criterion-referenced test(s) and an agreed upon level of mastery. A criterion-referenced test is defined as a test based on knowledge students must know. To pass, a set percent of items and objectives must be correct (mastered). TAKS exams are criterion-reference tests.

Informal Assessment Examples Teacher observations. Checklists. Journals. Games. Show-and-tell presentations. Projects. Conversations/discussions. Rubric based activities. Classwork/homework (most common).

Informal Assessment Taxonomy An informal assessment has almost unlimited flexibility. Informal assessments could be either norm referenced or criterion referenced. Implement ONLY as many assessments as needed. DO NOT OVERDO IT! Informal assessments should be easy to grade.

The Assessment Trend

Formative vs. Summative Formative: How is learning going? Continually monitored Feedback provided Diagnostic Summative: What has been learned? Prescriptive Comparative Attached to rewards and punishments Judgmental

Data Driven Instruction Careful study and use of valid and reliable data can “drive” instruction. A teacher can see student learning patterns, holes in academic skills foundations, etc. Spotting individual or group weaknesses is vital to a teacher’s classroom effectiveness and can greatly enhance the learning experiences of students.

Activity 1 Form groups of 3 to 5 people who share the same certification area (EC-4 or 4-8 or 8-12). Decide on 2 or 3 parameters (behavior, participation, academic work, etc.) that will be graded informally. Write a general rubric that would rate each parameter (1-poor to 5-excellent) Share your group’s grading model with the class and add other models to your “teacher tools” crate.

Activity 2 Form groups of 3 to 5 people who share the same certification area (EC-4 or 4-8 or 8-12). Decide on 4 to 8 parameters (behavior, participation, academic work, etc.) that will be graded informally but put into a progress/parent report form. Scale each parameter (1-poor to 5- excellent). Share your group’s report form with the class and put other models into your “teacher tools” crate.

Activity 3 Form groups of 3 to 5 people. Make sure one person in the group is EC-4. Read “Kindergarten: All Work and No Play?” at 9/AT_MayJune09.pdf#page=8 Design one (1) informal activity that incorporates the elements of “play” and academics for EC-4 students. Design a simple rubric with a 1 (poor) to 5 (excellent) for the activity. Share your activity with the class and put models you would like to use into your “teacher tools” crate.