1. Summative
1.1. Planning Summative Assessments
1.1.1. End of large chunk of learning
1.1.2. Review what you want to do
1.1.3. Criteria for ensuring high-quality assessment
1.1.4. Representative sampling
1.1.5. Standardized testing, final exams, major cumulative projects, research projects, etc.
1.2. Preparing students- Assessment Taking skills
1.2.1. Teach assessment taking skills
1.2.2. Test length, format, types of questions, etc.
1.2.3. REVIEW
1.3. Preparing students
1.3.1. Item type and format
1.3.2. Assessment anxiety
1.4. Conducting Summative Assessments
1.4.1. When should they be scheduled
1.4.2. When should they be created
1.4.3. Assessment Directions
1.4.4. Arrange Items
1.4.5. Physical Layout
2. Interim/Benchmark
2.1. Periodic testing throughout school year
2.1.1. Six weeks test-ACP
2.1.2. Chapter Test/Unit Test
2.2. Low-level/little or no student feedback
2.2.1. Student feedback given only if you meet with each individually.
2.3. More formal style using projects, written assignments and tests
3. Standars Based
3.1. TEKS
3.1.1. STARR test
3.1.1.1. District Assessments
4. Multiple Response Formats
4.1. Assessing in different ways
4.1.1. Running records
4.1.2. Anecdotal notes
5. Reflective
5.1. Conference with students
5.2. Let students know why that answer is wrong
5.3. Ask them to tell you why they chose that answer
6. Performance
6.1. Individual
6.2. Group projects
6.3. Portfolios
6.4. Student logs
6.4.1. Graphing to show where students are excelling on different assessments
6.5. Journals
6.5.1. Write about different topics
7. Formative
7.1. Definition:
7.1.1. Process of gathering evidence of student learning and adjusting instruction strategies to enhance achievement .
7.2. Characteristics
7.2.1. Evidence of student Learning
7.2.2. Structure
7.2.3. Participants involved feedback
7.2.4. Instruction adjustments
7.2.5. Teacher-Student interaction
7.2.5.1. Student-Self Assessment
7.2.6. Attributions for Success
7.3. Informal Formative Assessment
7.3.1. Informal Observations
7.3.2. Questioning
7.3.3. Spontaneous
7.3.4. Immediate Feedback and instructional adjustments
7.4. Formal Formative Assessment
7.4.1. Quizzes
7.4.2. Planned activity - individual or groups
7.4.3. Specific sequence of activities
7.4.4. Pre-assessments
7.4.5. 6 Types of Formal Formative Assessment
7.4.5.1. Structured exercises
7.4.5.2. Pretests
7.4.5.3. Homework
7.4.5.4. In class assignments
7.4.5.5. Quizzes and Unit tests
7.4.5.6. Classroom Response Systems
7.5. Formative Assessment Cycle
7.5.1. Gather Evidence of Learning
7.5.2. Evaluate evidence
7.5.3. Feedback
7.5.4. Adjust instruction
7.6. Effective Feedback
7.6.1. Types of Feedback:
7.6.1.1. Goal-directed
7.6.1.2. Scaffolded
7.6.1.3. Self-Referenced
7.6.1.4. Standards-Referenced
7.6.1.5. Norm-Referenced
7.6.2. Relates performance to standards
7.6.3. Relates performance to strategies
7.6.4. Indicates progress
7.6.5. Indicates corrective action
7.6.6. Specific
7.6.7. Focuses on errors
7.6.8. Focuses on effort attributions
7.7. Engage students
7.8. Differentiate
7.8.1. Learner Level of Ability
7.8.2. Grade Level
7.8.3. Subject
7.9. Feedback about student work, NOT the student!
7.9.1. The nature of feedback
7.9.1.1. Amount
7.9.1.2. Timing
7.9.1.3. Mode
7.9.1.4. Audience
7.9.1.5. Type of task
7.10. Mastery Learning
7.10.1. Instructional Adjustments
7.10.1.1. Further reading
7.10.1.2. Individual tutoring
7.10.1.3. Group work (small group/whole class)
7.10.1.4. Questioning
7.10.1.5. Work sheets
7.10.1.6. Peer tutoring
7.10.1.7. Clarifying criteria
7.10.1.8. Modeling
7.10.1.9. Changing sequence
7.10.1.10. Online exploration
7.10.1.11. Concept mapping
8. Helping students be successful one assessment at a time!
9. Authenic
9.1. Done on a daily basis
9.1.1. Grad work!
9.1.2. Notes
9.1.3. Journals