1. Formative
1.1. Assessment FOR learning
1.1.1. In-process evaluation
1.1.2. Checking for mastery of skills
1.1.3. Addressing comprehension
1.1.4. Checking academic progress
1.1.5. Providing feedback to students
1.2. Informs instruction
1.2.1. What are they struggling to understand?
1.2.2. What skills are the struggling to acquire?
1.2.3. What learning standards are they not achieving?
1.2.4. What do I need to reteach?
1.3. Should lead to Making Adjustments
1.3.1. Lessons
1.3.2. Instructional techniques and strategies
1.3.3. Academic support of students
1.4. Types of Assessments
1.4.1. Quick Checks
1.4.1.1. Thumbs up/thumbs down
1.4.1.2. Turn and Talks
1.4.1.3. Think-Pair-Share
1.4.1.4. Exit slips
1.4.2. Differentiation
1.4.2.1. Choice boards
1.4.2.2. Varied reading levels
1.4.2.3. Jigsaw notes
1.4.2.4. Oral discussions
1.4.3. Grouping/Collaboration
1.4.3.1. Projects
1.4.3.2. Presentations
1.4.4. Kinesthetic
1.4.4.1. Philosophical Chairs
1.5. Not always formally graded
1.6. "should be seen as more relevant to teachers’ instructional decision making"
1.6.1. Popham, W. J. (2016). The ABCs of Educational Testing: Demystifying the Tools That Shape Our Schools. Thousand Oaks, CA: Corwin.
1.7. Formative assessment is a planned PROCESS
1.7.1. Popham, W. J. (2016). The ABCs of Educational Testing: Demystifying the Tools That Shape Our Schools. Thousand Oaks, CA: Corwin.
1.8. Formative assessments are linked directly to classroom instructional programs
1.8.1. Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2019). Curriculum Leadership: Strategies for Development and Implementation (5th ed.). Thousand Oaks, CA: SAGE.
2. Assessments are the methods used to "evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students". (Citation: Great Schools Partnership. (2015, November 10). Assessment. Retrieved from The Glossary of Education Reform for Journalist, Parents, and Community Members: https://www.edglossary.org/assessment/ )
3. Interim Assessments
3.1. Examples would be benchmarks for the year; MAP Growth Assessment could be interim as well
3.2. assessments that are given in-between and during the learning to determine if students are progressing towards mastery of the content.
3.3. Not given as often as formative assessments but more than summative assessments
4. Three Primary Purposes of Assessing Students: (Reference: Popham, W. J. (2016). The ABCs of Educational Testing: Demystifying the Tools That Shape Our Schools. Thousand Oaks, CA: Corwin.)
4.1. Comparison of the test-takers to see performance differences between students and groups
4.2. Improvement of instruction and learning, ongoing, to make informed decisions
4.3. The evaluation of instruction to determine the quality of instruction being delivered to students, by staff members
5. Validity and reliability go hand in hand, like peanut butter and jelly (Popham, 2016). They are dependent on each other often times.
5.1. Assessment Reliability: Is the test and it's results consistent in what is being measured?
5.2. Assessment Validation: Does the test assess what it is supposed to assess?
6. References Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2019). Curriculum Leadership: Strategies for Development and Implementation (5th ed.). Thousand Oaks, CA: SAGE. Popham, W. J. (2016). The ABCs of Educational Testing: Demystifying the Tools That Shape Our Schools. Thousand Oaks, CA: Corwin. Wormeli, R. (2017). Fair Isn't Always Equal, 2nd Edition : Assessment & Grading in the Differentiated Classroom. Stenhouse Publishers. Montenegro, E., & Jankowski, N. A. (2017, January). Equity and Assessment: Moving Towards Culturally Responsive Assessment (Occasional Paper No. 29). Retrieved from National Institute for Learning Outcomes Assessment: https://learningoutcomesassessment.org/documents/OccasionalPaper29.pdf
7. Understanding by Design Framework (Backwards Design for Planning and Assessing) (McTighe & Wiggins, 2020)
7.1. What are the unit goals? What do you want students to acheive before leaving the content/unit/course?
7.2. Understanding by Design focuses on student learning and understanding
7.3. The framework has three steps
7.3.1. Identify the desired results
7.3.2. Determine acceptable evidence
7.3.3. Plan learning experiences and instruction
8. The assessments that we use in the classroom should inform instruction, give feedback to students, and document progress made towards mastery of learning goals.
8.1. Wormeli, R. (2017). Fair Isn’t Always Equal, 2nd Edition : Assessment & Grading in the Differentiated Classroom. Stenhouse Publishers.
9. Summative
9.1. Assessment OF the learning
9.1.1. What was gained by the end of the course? Unit? Year?
9.2. Done at the end of an instructional period
9.3. High-stakes assessments
9.3.1. State Mandated
9.3.1.1. End-of-Course Exams
9.3.1.1.1. Biology
9.3.1.1.2. Algebra
9.3.1.1.3. US History
9.3.1.2. SC Ready
9.3.1.2.1. Math-- Basic math skills by grade level
9.3.1.2.2. ELA-- Basic English/Language Arts skills by grade level
9.3.1.2.3. Given in the 3rd-8th grade
9.3.1.3. SC Pass
9.3.1.3.1. Science
9.3.1.3.2. Social Studies
9.3.1.3.3. Only given to certain grade levels in Elementary and Middle School
9.3.2. College Prep
9.3.2.1. ACT Exam
9.3.2.2. SAT Exam
9.3.3. Workforce Ready
9.3.3.1. ASVAB
9.3.3.2. Work-Keys
9.3.4. MAP Assessment
9.3.4.1. Given in Elementary and Middle schools
9.3.4.2. Used to assist with academic placement in class levels (i.e. standard, advanced, honors classes)
9.4. Certification for CATE Courses
9.5. In-Class Examples
9.5.1. Final presetnations
9.5.2. Course portfolios
9.5.3. Science Fair Projects
9.5.4. Unit Tests
9.5.5. Music Recital
9.6. Always has a grade attached
10. Test fairness and equity--
10.1. Resource: (Popham, W. J. (2016). The ABCs of Educational Testing: Demystifying the Tools That Shape Our Schools. Thousand Oaks, CA: Corwin.)
10.2. Is the test free of bias?
10.2.1. Done through bias reviews
11. Data! Data! Data!
11.1. By assessing student learning, educators can get a clear indication of how students are progressing towards mastery.
11.2. Data drives the instruction!
11.3. must be authentic data
12. Regardless of the product to show mastery, how they got there really does not have to be the same. If the quality can be ensured, it does not matter if the demonstration is different.
12.1. Montenegro, E., & Jankowski, N. A. (2017, January). Equity and Assessment: Moving Towards Culturally Responsive Assessment (Occasional Paper No. 29). Retrieved from National Institute for Learning Outcomes Assessment: https://learningoutcomesassessment.org/documents/OccasionalPaper29.pdf
13. Advances learning, not just assess it.
13.1. Wormeli, R. (2017). Fair Isn’t Always Equal, 2nd Edition : Assessment & Grading in the Differentiated Classroom. Stenhouse Publishers.
14. Curriculum and Instruction
14.1. The curriculum and instruction must be aligned to the assessment process.
14.1.1. There has to be a way to determine if what is written, taught and tested are aligned and compatible. (Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2019). Curriculum Leadership: Strategies for Development and Implementation (5th ed.). Thousand Oaks, CA: SAGE.)
14.2. Understanding the written curriculum and the taught curriculum
14.3. Determine alignment through implemented the ADDIE Model (analysis, design, development, implementation, and evaluation.
14.3.1. Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2019). Curriculum Leadership: Strategies for Development and Implementation (5th ed.). Thousand Oaks, CA: SAGE.