1. Assessment 101 Part One
~Have flipcharts outside presentation room: one that says, “Assessment Is “ and one that says “Assessment Is Not “
~Greet teachers with markers and ask them to write down their thoughts.

2. Teacher

3. You Do Make a Difference
One year study with “most effective teacher” and the “least effective” teacher (~Kati Haycock)
Most effective teacher produces an achievement gain of 52 percentile points
Least effective teacher produces a gain of only 14 percentile points
Difference of 38 percentile points
Students gain about 6 percentile points in academic achievement simply from growing one year older and new knowledge/skills gained from daily life

4. When we talk about assessment what are we actually assessing?
First Things First
When we talk about assessment what are we actually assessing?

5. Two Types of Assessment
Something Old…
Two Types of Assessment
Formative
Summative
“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”
~Robert Stake

6. Something New…on Formative?
“All those activities undertaken by teachers and/or by students which provide information to be used as feedback to modify the teaching and learning activities in which they engage.”
~Black and Wiliam

7. Something New….on Formative
Should begin immediately within a learning episode and span its entire duration; frequency is key
Exist in different formats
Allow students to reflect on their own mastery of the standards
Allow students to evaluate their own progress of the standards
All/most/any do not have to be graded

8. On your own and in your head, select three of these pictures, making a tic-tac-toe, and be ready to explain the importance of formative assessment in each example.

9. Something New…on Summative?
“The purpose of summative assessment is to ‘sum up’ or describe what has been learned over time.”
~Doris Redfield, Ed Roeber,
and Rick Stiggins

10. Something New….on Summative
Usually occur at the end of the learning episode (independent lesson, whole unit, end of semester, or standardized assessments)
Exist in fewer formats
Not a tool for student reflection (too late)
Allow teachers, etc. to evaluate the students’ mastery of the standards
Most often expressed as a grade or score

11. Formative vs. Summative
Use the cards and stickers on your table to complete the below activity…
Create 3 categories for the assessment types.
Summative
Formative
Not sure
Categorize each item into one of these categories.

12. What Do You Think?
How has today’s session challenged your thinking on assessment? Write your thoughts down on a post-it note at your table.

13. Something to Think About…
Characteristics of Feedback from Classroom Assessment
Percentile Gain or Loss
in Student Achievement
Right/wrong -3
Provide correct answer
8.5
Criteria understood by students
vs. not understood 16
Explain 20
Student reassessed until correct
Displaying results graphically 26
Evaluation (interpretation) by rule 32
~Marzano, Classroom Assessment & Grading That Work
As you put your post-it on the flip chart on your way out, think about the results posted on this chart, and what does this research about the effects of feedback on assessment mean to you?