A K-12 WORKSHOP INTRODUCING INFORMAL ASSESSMENTS TO TEACHERS AND ADMINISTRATORS KAREN AUTON, SHAR...

A K-12 WORKSHOP INTRODUCING INFORMAL ASSESSMENTS TO

TEACHERS AND ADMINISTRATORS

KAREN AUTON, SHAR BECK, AND TYLER WEST

Extreme Makeover:

Assessment Edition

LET’S BEGIN WITH AN INFORMAL ASSESSMENT OF YOUR MASTERY

OF ASSESSMENT PRACTICES

POP QUIZ…..

A. Formal / summative

B. Informal / formative

Which type of assessment is best suited to guide instructional decisions?



Which type of assessment is easier to match to your classroom goals?



Which type of assessment can be used to increase student motivation and self-confidence?



Which type of assessment is administered more frequently?



Which type of assessment can be more immediately analyzed at the student level?



Which type of assessment is more authentic?



Which type of assessment promotes student ownership and engagement in learning?

If you answered B to all of these questions, you are correct!

Research Shows That

Informal / Formative Assessments….

HIGH STAKES TESTING

ASSESSMENT AFTER LEARNING

TEACHER-CENTERED CLASSROOMS

ANXIETY AND STRESS

Choosing A might mean that you are a fan of…

Are you a Pass or Fail kind of teacher?

Is it a Win or Lose situation?

Is it a Celebration? Is it a Celebration? Is it Toxic? Is it Toxic?

What does your grade book look like?

MEASURE LEARNING

OR

PROMOTE LEARNING

Make a ChoiceMake a Choice

What will we get out of this makeover?

What will students get out of this makeover?

OBSERVATION SHOULD BE “EMBEDDED IN THE ACTION

OF TEACHING”(BULTERMAN-BOS, 2002)

Observation

• ANECDOTAL RECORD• RUNNING RECORD• CHECKLIST• RATING SCALE

Methods for Observing and Recording

Student NAME

Reads Fluently

Self-Corrects missed words

Re-reads when

story is unclear

Describes main

character

Re-tells story with

accuracy

1.

2.

3.

4.

5.

Example of an Observational Checklist

INFORMAL EVALUATION PROCEDURES ARE “EFFECTIVE ONGOING DIAGNOSTIC TOOLS THAT CAN BE USED TO INFORM INSTRUCTION, MONITOR AND GRAPH

PROGRESS, AND PROVIDE A SUBSTANTIAL AND DESCRIPTIVE MEANS OF REPORTING

TO PARENTS.” (SPINELLI, 2008)

Informal Assessments

• THUMBS UP / THUMBS DOWN• THINK-PAIR-SHARE• RESPONSE CARDS• RESPONSE CLICKERS

Whole Group Informal Assessment Ideas

• INTERVIEW• EXIT CARDS• GAMES• QUESTIONNAIRES• 12 WORD SUMMARY• 3-2-1• ONE MINUTE PAPER

Individual Informal Assessment Ideas

Workshop Features

Supporting Research

Avery, P. G. (1999). Authentic assessment and instruction. Social Education, 65(6), 368-373. Buhagiar, M. A. (2007). Classroom assessment within the alternative assessment paradigm: Revisiting

the territory. The Curriculum Journal, 18(1), 39-56. Bulterman-Bos, J. (2002). Observation in teaching: Toward a practice of objectivity. Teachers College

Record, 104(6), 1069-1100. Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60 (5,

February) 6-11. Madaus, G. F., & O’Dwyer, L. M. (1999). A short history of performance assessment: Lessons learned.

Phi Delta Kappan,688-695. Penuel, W., Boscardin, C., Masyn, K., & Crawford, V. (2007). Teaching with student response systems in

elementary and secondary education settings: A survey study. Education Technology Research & Development, 55(4), 315-346.

Randolph, J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113-128.

Ruiz-Primo, M., & Furtak, E. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3/4), 205-235.

Shirvani, H. (2009). Examining an assessment strategy on high school mathematics achievement: Daily quizzes vs. weekly tests. American Secondary Education, 38(1), 34-45.

Spinelli, C. (2008). Introduction: The benefits, uses, and practical application of informal assessment procedures. Reading & Writing Quarterly, 24(1), 1-6.

Watson, A. (2006). Some difficulties in informal assessment in mathematics. Assessment in Education: Principles, Policy & Practice, 13(3), 289-303.

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