1. Kari Gali Adriana Brandt Department of Education @ DSU
Looking Beyond the Grade: Using Assessment to Inform Instruction and Increase Student Learning
Kari Gali
Adriana Brandt
Department of DSU

2. Self-Assessment: THINK
Individually reflect on your response to this question:
How do you currently use assessment in your courses?

3. Self-Assessment: PAIR
Turn to the person next to you, and share your response.
Note any similarities or differences between your responses. Be prepared to share with the whole group!

4. Self-Assessment: SHARE
Our ideas?

5. A grade is just a number…or is it?

6. Session Objectives By the end of this session, you will:
Self-assess how you currently use assessment in your courses;
Identify at least two ways to adjust your instruction based on assessment information
Identify at least two ways to actively involve students in learning while they are assessed

7. Summative Assessment Defined
Assessment of learning
Determines what students do and do not know with respects to benchmarks, criteria, or objectives/outcomes
Occurs after the learning
Sometimes prescriptive

8. Assessment Instruction
Begin with the end in mind
Celebrate, don’t just audit
Balance efficiency with appropriateness
Consider the feedback loop

9. Self-Assess: Guiding Questions
Does this assessment measure my objectives?
Does this assessment measure what I think my students should know and be able to do?
Is this assessment the best way to evaluate my students?
What type of feedback will learners receive from this assessment?

10. Self-Assess: Our Assessments
Our ideas?

11. Formative Assessment Defined
Formative assessment is the process of monitoring student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

13. Some Examples of Formative Assessment
observation
questioning
discussion
thumbs up/thumbs down
exit/admit slips
response logs
graphic organizers
individual whiteboards
think-pair-share
group quizzes
thumbs up if you’re familiar with it, thumbs down if not
describe them or have them describe them
describe how a summative assessment can also be formative - ie. my exams

14. Quiz Time 1. Why is a score more than just a number?
2. When planning your assessments, what types of things should you consider?
3. What is the main difference between summative and formative assessment?

15. Classroom Application

16. Classroom Application
Self assessment: Think/pair/share
Adriana used this to check your previous knowledge, to engage you in the topic, and to get you thinking and predicting about the topic.

17. Classroom Application
Adriana used this to check your understanding of the topic she is teaching. If your knowledge base is firm then she can move on to more difficult topics. If there is a lack of knowledge, holes in the knowledge, or misconceptions in the knowledge she knows she needs to teach more.
Our assessments: discussion

18. Classroom Application
I used this as a quick check to see who knew and who didn’t. If there is a large percentage that don’t understand I know I need to reteach and expound.
Assessment examples: Thumbs up/thumbs down

19. Classroom Application
Quizzes in my courses are often used as formative. Students discuss and need to come to a consensus. In this process they are justifying their answers, redefining their understanding, and recalling reading and sharing. This helps them increase their understanding and maybe clarify points as they discuss.
Quiz Time: Grading and discussion

20. Classroom Application
Exit Slip

21. When Summative Assessment Becomes Formative
EDUC 3110 exam repair