1. Assessment in the Classroom
EDEL 429 CSUB
Debbie Meadows
Borman and Levine (1997) A Practical Guide to Elementary Instruction, Chapters 14, 15, 16.
Charles and Senter (2002) Elementary Classroom Management, Chapter 10.

2. Terminology Cognitive Functioning (Knowing)
Content-Area Knowledge
Affective Functioning (Feeling)
Social and Emotional Development
Conative Functioning (Willing)
Self-Discipline and Will

3. Cognitive Functioning
Familiarity with Facts
Essential facts to build background
Understanding Concepts
Putting facts together to derive meaning
Applying Concepts
Generalizing facts and concepts to form creative and original ideas
Teachers Generally Dwell Here
What do my students know?

4. Affective Functioning
Motivation Interest
Social Interaction
Self-Concept
Attitude
Students Dwell Here
What is school doing for me?
Teacher Asks:
How are my students affected by the world around them?

5. Conative Functioning Self-Discipline Concentration and Attention
Perseverance
Student Asks:
Why should I put in/out the effort?
Teacher Asks:
How able are my students to do different things?

6. Phases of Evaluation Diagnostic Formative Summative
Pre-test, initial ability
Formative
Monitoring of progress from baseline
Summative
Benchmark evaluation of achievement

7. Cognitive Functioning Matrix
Diagnostic
Formative
Summative
Familiarity with Facts
What is readiness for this skill?
Is student developing the background?
How well has the background been built?
Understanding of Concepts
Readiness for understanding
Developing the understanding of the concept
Understands the concept
Application of concepts
Readiness for creatively applying content
Developing the ability to apply content
How well can they apply the concept?

8. Affective Functioning Matrix
Diagnostic
Formative
Summative
Motivation/
Interest
What is the apparent Interest
How is student interest changed in different situations?
How far has student moved toward fully interested?
Social Interaction
What is the ability to work and play with others
How has student changed?
How close to positive interaction?
Self-Concept
Level of self-esteem
Self-esteem changes
How close to positive, healthy, realistic?
Attitude
Attitude toward school, learning, others
Growth in attitude
How close to positive, respectful attitude?

9. Conative Functioning Matrix
Diagnostic
Formative
Summative
Self-Discipline
Apparent level of self-discipline (behavior and control)
Change in different situations and experiences
Progress toward self-disciplined in behavior and work habits
Concentration and
Attention
Ability to pay attention and concentrate when needed
Progress toward concentration for longer times
Perseverance
Ability to persevere in task completion and goals
Change in ability over time
Progress toward completion of tasks and goals

10. Ways to Assess Students
Authentic Assessment
Center of Teaching
Writing process, Ongoing, Life
Performance Tasks
Test, Quiz, Homework, Projects, Reports
Subjective, Objective, Combination
Portfolio Assessment
Collected during a specific time period
Interactive, Cumulative, Broad
Observation
Anecdotal record, checklist

11. Areas for Grading Academic Grades Cognitive Functioning
Tests, Quizzes, Classwork, Homework, Projects, Reports, Portfolios
Work-Habit
Grades
Affective Functioning
Effort in Work, Working with others
Conative Functioning
Completion of work, staying on task, listening
Citizenship
Affective and Conative Functioning
Respects others, Follows school and class rules, Demonstrates self-control

12. Rubrics and Checklists
Given at beginning of assignment
Points for progress toward highest level of completion
Checklist
Yes or No for completion

13. Marginally legible writing. Legible handwriting.
Objectives
1 Point
Not There Yet
2 Points
Getting There
3 Points
There!
Earned
Points
Legibility
Writing is not legible.
Marginally legible writing.
Legible handwriting.
Story follows appropriate grade level writing, spelling, and grammar guidelines.
A capital letter and end punctuation are not used on each sentence. Familiar words are not spelled correctly.
Capital letters and ending punctuation are used on some sentences. Familiar words are spelled correctly.
Capital letters and ending punctuation are used in all sentences. All words are spelled correctly.
Story is creative.
The story has some describing and action words.
The story has describing and action words that make the story exciting.
The story contains well chosen describing and action words.
Story contains characters, plot and setting.
The story tells about something you wish was extinct.
The story contains characters, plot and setting.
The story names and describes characters, describes the setting and contains two or more plot elements.

14. Student Response to The Frog Prince Unit Circle you answer to each statement. I liked the stories. Yes No I liked working in groups. Yes No My group helped me understand the stories better. Yes No The story map helped me write a better story. Yes No I enjoyed writing a new ending to the story. Yes No I enjoyed making my computer presentation. Yes No My favorite part of the unit was... My least favorite part of the unit was... Mrs. Meadows, the next time you teach this unit, I would... Mrs. Meadows, the next time you teach this unit, I would not...

15. Objectives
1 Point
Not There Yet
2 Points
Getting There
3 Points
There!
Earned
Points
I helped my group find materials.
I used an inside voice while working.
I shared information with my group.
I listened to other’s ideas.
I did my part to complete the activity.
I helped my group finish our activity on time.
I helped my group present our findings to the class.

17. Recording Assessment Grade Book Anecdotal Records Portfolio
Paper, Computer
Anecdotal Records
Notebook, Palm Pilot, Post-it notes
Portfolio
Pizza Box, PowerPoint, Folder
Report Cards
District created, Make sure your “grades” match