1. Classroom Assessment Literacy and What you need to know to do it well!

2. What is Classroom Assessment Literacy??? Knowing how to gather accurate information And Knowing how to use that information to assess a student’s knowledge and to improve their achievement.

3. Surprising fact! Teachers can spend up to 30% of their classroom time in assessment-related functions! What are these time consuming activities??? Planning assessment (formative and summative) and managing it! Setting forth and teaching the learning targets – clearly! Choosing or designing quality assessment and tasks. Utilizing scoring keys and guides that clearly reflect the learning target. Correctly utilizing the assessment results to further student progress. Being supportive and offering constructive feedback during the entire learning process Allowing student self-assessment and goal-setting. Keeping records of all student achievement. Devising a record-keeping system to enable students to track and share their progress Structuring a grading scale that will reflect student achievement at the time they are assessed. (Stiggins, 2004)

4. The 5 Keys to Unlock Quality Classroom Assessment 1.They are designed to address needs of the users. 2.They are based on clear and appropriate targets. 3.They accurately measure student achievement. 4.Their results can be explained to the students, parents and other administrators easily. 5.They allow students to self-assess, set goals, track, and reflect and share their own learning experiences. (Stiggins, 2004)

5. Key 1: Clear Purpose. Who will use the information? How will they use it? What information, in what detail, is required? Key 2: Clear Targets. Are learning targets clear to teachers? What kinds of achievement are to be assessed? Are these learning targets the focus of instruction? Key 4: Effective Communication Can assessment results be used to guide instruction? Do formative assessments function as effective feedback? Is achievement tracked by learning target and reported by standard? Do grades communicate achievement accurately? Key 5: Student Involvement Do assessment practices meet students’ information needs? Are learning targets clear to students? Will the assessment yield information that students can use to self-assess and set goals? Are students tracking and communicating their evolving learning? Key 3: Sound Design Do assessment methods match learning targets? Does the sample represent learning appropriately? Are items, tasks, and scoring rubrics of high quality? Does the assessment control for bias ? (Stiggins, 2004)

6. Types of Assessments Formative Assessment Formal and information processes teachers and students use to gather evidence for the purpose of improving learning Summative Assessment Assessment information used to provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness (Stiggins, 2004)

7. 1. Clear Purpose Determine who will be using the assessment information and why they are interested in the results. Know the definition of formative and summative assessment and when to use them. 2. Clear Targets Know how to identify the five kinds of learning targets. Know how clearly state the learning targets. Begin all instructional planning with clear learning targets. Translate learning targets into student-friendly language 3. Sound Design Design assessments to serve intended formative and summative purposes. Select assessment methods to match intended learning targets. Understand and apply principles of sampling learning appropriately. Write and/or select assessment items, tasks, scoring guides, and rubrics that meet standards of quality. Know and avoid sources of bias that distort results. 4. Effective Communication Use assessment information to plan instruction Offer effective feedback to students during the learning Record formative and summative assessment information accurately. Combine and summarize information appropriately to accurately reflect current level of student learning 5. Student Involvement Identify students as important users of assessment information Share learning targets and standards of quality with students Design assessments so students can self-assess and set goals on the basis of results Involve students in tracking, reflecting on, and sharing their own learning progress. (Stiggins, 2004)

8. Summary of Learning After reading, studying, reviewing and completing the activities for Chapter 1, I realize that I had only been giving about 50% in the assessment category during my first year of teaching. The ACP Program stressed all these important facts and activities, however, in the whirlwind of my first year, I was swept into the vortex of paperwork, student drama and teaching! Next year, I will strive to become an active “assessor” of my students. It excites me to know that I have two months and several wonderful colleagues to work with prior to beginning the new year!

9. Works Cited Stiggins, R., Arter, J., Chappuis, J., and Chappuis, S. (2004). Classroom assessment for student learning: Doing it right-using it well. Portland, OR: Assessment Training Institute, Inc.