Assessment 101Part One

Standards

Assessment

InstructionalStrategies

You Do Make a Difference One year study with “most effective

teacher” and the “least effective” teacher (~Kati Haycock)

Most effective teacher produces an achievement gain of 52 percentile points

Least effective teacher produces a gain of only 14 percentile points

Difference of 38 percentile pointsStudents gain about 6 percentile points in

academic achievement simply from growing one year older and new knowledge/skills gained from daily life

When we talk about assessment what are we actually assessing?

First Things First

Something Old…Two Types of Assessment

FormativeSummative

“When the cook tastes the soup, that’s formative; when the guests taste the soup,

that’s summative.” ~Robert Stake

Something New…on Formative?

“All those activities undertaken by teachers and/or by students which provide information to be used as

feedback to modify the teaching and learning activities in which they

engage.” ~Black and Wiliam

Something New….on Formative

Should begin immediately within a learning episode and span its entire duration; frequency is key

Exist in different formatsAllow students to reflect on their own

mastery of the standardsAllow students to evaluate their own

progress of the standardsAll/most/any do not have to be graded

Something New…on Summative?

“The purpose of summative assessment is to ‘sum up’ or

describe what has been learned over time.”

~Doris Redfield, Ed Roeber,and Rick Stiggins

Something New….on Summative

Usually occur at the end of the learning episode (independent lesson, whole unit, end of semester, or standardized assessments)

Exist in fewer formatsNot a tool for student reflection (too late)Allow teachers, etc. to evaluate the

students’ mastery of the standardsMost often expressed as a grade or score

Formative vs. Summative Use the cards and stickers on your

table to complete the below activity…

Create 3 categories for the assessment types.

Summative Formative Not sure

Categorize each item into one of these categories.

What Do You Think?How has today’s session

challenged your thinking on assessment? Write your

thoughts down on a post-it note at your table.

Something to Think About…Characteristics of

Feedback from Classroom Assessment

Percentile Gain or Loss in Student Achievement

Right/wrong -3Provide correct answer 8.5Criteria understood by

students vs. not understood

16

Explain 20Student reassessed until

correct20

Displaying results graphically

26

Evaluation (interpretation) by rule

32

~Marzano, Classroom Assessment & Grading That Work