1. Using Data to Inform Instruction
EDU 330: Educational Psychology
Daniel Moos, PhD

2. Today’s Class: Using assessment to inform teaching
What are we doing today?
Last Class: Define and apply Validity and Reliability
A teacher knows an assessment is valid if….
A teacher knows an assessment is reliable if…..
Today’s Class: Using assessment to inform teaching
Why do you assess?
What can be assessed?
When and how should you assess to inform instruction?
Pre-assessments Formative assessments

3. WHY do you assess? Divergent Perspectives
Gatekeeping
Judging
Right Answers
Control
Comparison to others
Formative and supportive
Facilitate self-regulation
Comparison to learning outcome(s) (not others)
Use over multiple learning activities
“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”
Carol Tomlinson

4. WHEN should you assess? (I)
Pre-assessment
Finding out
Summative
Making Sure
Formative
Keeping Track & Checking up

5. Pre-assessments: Why use them?
To determine student’s misconceptions, current understanding, interest, and/or level of readiness
What do I know about my students now?
What is the format and content of the final assessment for the lesson plan and/or unit?
What do I NOT know about the students’: content knowledge, skills needed for the particular lesson/unit, interest?
Provides information to determine differences before planning
Assist in the development of activities that are appropriate and challenging: ZPD (Zone of Proximal Development) 
Identifies potential misconceptions and/or learning gaps related to learning outcomes

6. Pre-assessments: What are some examples?
Finding out…interest, knowledge, misconception
Formal Pre-test
Journaling
KWL Chart
Observations
Self-evals

7. What are reasonable benchmarks for modifying instruction?
Pre-assessments: How can they can inform instruction?
How do you think teachers should use pre-assessments to inform instruction?
What are reasonable benchmarks for modifying instruction?

8. Formative assessments: Why use them?
Process of accumulating information about a student’s progress related to identified learning outcome(s) to assist in instructional decisions and capacity to work with individual students
Paints more accurate picture of student
“Early warning signs” (conceptual understanding and/or motivational concerns)
Provides regular feedback and opportunities to self-regulate
Increases probability that instruction aligns with learning activities

9. Formative assessments: What are some examples?
Conference
Exit Card
Peer evaluation
3-minute pause Quiz
Observation
Journal
Self-evaluation

10. Formative assessments: What are some examples?

11. Formative assessments: What are some examples?

12. What are reasonable benchmarks for modifying instruction?
Formative assessments: How can they can inform instruction?
How do you think teachers should use pre-assessments to inform instruction?
What are reasonable benchmarks for modifying instruction?

13. This application will meet Standard 10F (understand data practices)
Identify a lesson plan (individually or in groups of up to 3)
Complete Lesson Plan Assessment sheet
Upload completed lesson plan assessment sheet to your Standards Portfolio (Standard 10)
Include Standard information (Standard 10F: Understand data practices)
Write rationale and description
Submit