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Types of Assessment

This presentation discusses assessment practices and provides an overview of formative assessment. It examines current research findings that show student learning improves through interaction with teachers skilled in a variety of assessment options. Formative assessment has a positive effect on student learning when it is used to adapt teaching to meet learning needs and provide specific, timely feedback. The presentation provides examples of formative assessment techniques and how assessment data can be used to modify instruction to help students master content and skills.

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CHRISTOPHER TORIO
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63 views2 pages

Types of Assessment

This presentation discusses assessment practices and provides an overview of formative assessment. It examines current research findings that show student learning improves through interaction with teachers skilled in a variety of assessment options. Formative assessment has a positive effect on student learning when it is used to adapt teaching to meet learning needs and provide specific, timely feedback. The presentation provides examples of formative assessment techniques and how assessment data can be used to modify instruction to help students master content and skills.

Uploaded by

CHRISTOPHER TORIO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Presentation Transcript

1. Types of Assessment Thoughts for the 21st Century


2. Goals of Session Examine current research findings and recommendations associated with
assessment practices Provide teachers with an overview of a variety of assessment options
Create a shared vision for school-wide use of data from formative assessments
3. Essential Understandings • Student learning improves through interaction with teachers
skilled in the use of a variety of assessment options. • How assessment information is used is
more important than its format. • Formative assessment has a positive effect on student
learning.
4. Agree or Disagree with the Statement  • Teacher questions posed to the class are an
invaluable source of assessment data. • Written pre-assessments provide the best evidence
of student skill and knowledge. • Nature of feedback is more important than the quantity of
feedback.
5. Key Steps Where the learner is going Where the learner is right now How to get there
6.
Where the Learner is Headed • Mastery of VBCPS Curriculum Goals • Critical and Creative
Thinker, Innovator, and Problem Solver • Effective Communicator and Collaborator • Globally
Aware, Independent, Responsible Learner and Citizen • Life-Long Learner
7. Where the Learner is Right Now • Mastery of learning goals, 21st Century Skills • Diagnostic
assessments • Division-wide assessments • Summative assessments • Formative
assessments • Self evaluation • Portfolio of evidence • Informal assessments by teacher •
Classroom assessments • Common assessments • Performance assessments • Professional
judgment of the teacher • Rubrics aligned to learning goals
8. How to Get There • Analysis of data from formative assessments • Use of formative
assessment to differentiate instruction • Additional support for students who have not
mastered content and skills • Ongoing teacher assessment • Support from peers through
collaborative work • Peer review of work • Timely and appropriate feedback • Variety of
instructional materials and approaches • Student understanding of learning goals and how to
get there
9. Categories of Assessment • Summative • Formative • Diagnostic
10. Summative Assessment • Assessment of learning • Documents student learning at the end
of an instructional unit • Provides grades for accountability purposes • Has a weak, fleeting
effect on learning
11. Summative &Formative Assessment What do the experts say? James Popham provides an
overview
12. Formative Assessment • Used to inform instruction • Assessment becomes formative when
it is used to adapt teaching to meet learning needs
13. Formative Assessment • Assessment for learning • Identifies students’ needs and guides
instruction on an ongoing basis • Provides specific, timely feedback to improve student
learning • Has a strong, positive, and long-lasting effect on learning
14. Assessment for Learning A Classroom Example
15. The Power of Feedback Students given marks are likely to see it as a way to compare
themselves with others; those given only comments see it as helping them to improve. The
latter group outperforms the former. Wiliam and Black
16. Use of Assessments • The same assessment can be used for a variety of purposes •
Examine the assessment on the next slide. • Could it be used for • a diagnostic or pre-
assessment? • Formative assessment? • Summative assessment?
17. Which sentence uses correct subject-verb agreement? A) The orchestra is playing all of
Mozart’s compositions while Jan and Natasha sings. B) Bacon and eggs is a breakfast that
everyone on the committee enjoys. C) Hats and scarves are items the team wear on wintry
days. D) Bill and Janet say the deer herd are in the garden, but nobody seems to care.
18. Role of the Teacher • Clarifying and sharing learning intentions and success criteria •
Engineering effective classroom discussion and tasks • Providing feedback that moves
learners forward • Activating students as owner of their learning • Activating students as
instructional resources for one another. Dylan Wiliam
19. Research Recommends • Questioning • Use of formative assessment data to modify
instruction • Active involvement of students in the learning and assessment process • Use of
summative assessments formatively • Descriptive feedback
20. Questioning • How does a teacher gain information about student learning by asking
questions?
21. Research Recommends • The questions matter • Spend more time formulating higher-level
questions • Increase wait time so students have longer think time • Expect all students to
answer questions • Consider adopting a “no hands” policy Dylan Wiliam
22. How could this be used? • Circle all of the items associated with the American Revolution •
taxation • representation • Robert E. Lee • Samuel Adams • Patrick Henry • Boston •
Appomatox Courthouse • Yorktown
23. A Formative Assessment? After instruction have students complete some “test” items
Review student work, but do not mark particular items as correct or incorrect Indicate number
of correct answers on the paper Return the papers and have students identify and correct
their work in collaborative teams
24. Scenarios

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