GEORGIA PERFORMANCE STANDARDS Day 3: Assessment FOR Learning.
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Transcript of GEORGIA PERFORMANCE STANDARDS Day 3: Assessment FOR Learning.
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GEORGIA PERFORMANCE STANDARDSDay 3: Assessment FOR Learning
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Training Overview: Day ThreeTraining Overview: Day Three
• Introduction to Module • Introduction to Assessment • Balanced Assessment • Matching Assessments to Standards • Constructing Rubrics and Performance Assessments • Grading Student Work • Putting It All Together
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Day Three ObjectivesDay Three Objectives
1. Explain why assessment is Stage 2 in the Standards-Based Education process.
2. Identify the purpose of assessment in the classroom.3. Differentiate among different types of assessment and
assessment formats.4. Given specific standards and a purpose for assessment,
determine which assessment methods would be most appropriate at various times to increase student learning.
5. Determine guidelines for constructing performance assessments and rubrics.
6. Explain the differences between assessment and grading.7. Create a balanced assessment plan for a unit, including
examples of performance tasks and rubrics.
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Essential Question Essential Question (overarching)
• How do I determine appropriate and acceptable evidence of learning?
OR• How will I know if my students know it and/or can
do it?
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Standards Based Education ModelStandards Based Education Model
GP
SG
PS
GP
SG
PS
Standards
All Above, plusTasksStudent WorkTeacher Commentary
All Above
Elements
Above, plus
Stage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?
Big Ideas Enduring Understandings Essential Questions
---------------------------------------
Stage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?
Big Ideas Enduring Understandings Essential Questions
---------------------------------------
Stage 2:Determine Acceptable Evidence(Design Balanced Assessments)
How will I know if my students know it and/or can do it?
(to assess student progress toward desired results)
Stage 2:Determine Acceptable Evidence(Design Balanced Assessments)
How will I know if my students know it and/or can do it?
(to assess student progress toward desired results)
Stage 3:Plan Learning Experiences and
InstructionWhat will need to be done to help my students
learn the required knowledge and skills?(to support student success on assessments,
leading to desired results)
Stage 3:Plan Learning Experiences and
InstructionWhat will need to be done to help my students
learn the required knowledge and skills?(to support student success on assessments,
leading to desired results)
Skills and Knowledge
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Select standards from among those students need to know
Design an assessment through which students will have an opportunity to demonstrate those things
Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn
Use data from assessment to give feedback, reteach or move to next level
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Standards-based PracticeStandards-based Practice Traditional PracticeTraditional Practice
The Process of Instructional PlanningThe Process of Instructional Planning
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Stephen Covey QuoteStephen Covey Quote
• “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”
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What is assessment?What is assessment?• What does assessment mean to
you?• Working with a partner, combine
your words into one list.• Sort the words on your combined
list into groups.
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Assessment
Purposes Types
Planning
Procedures
Formats
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Types of Classroom AssessmentsTypes of Classroom Assessments
Assessment
Types
Formative
Screening
Summative
Diagnostic
Informal
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Types of Classroom AssessmentsTypes of Classroom Assessments
TypesScreening
Determine students at risk for difficulty
Need additional instruction or intervention
Assessment
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Types of Classroom AssessmentsTypes of Classroom Assessments
Types
Diagnostic
In-depth information about students’ skills and instructional needs
Help teachers plan instruction
Assessment
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Types of Classroom AssessmentsTypes of Classroom Assessments
Types
Formative
AKA “Progress Monitoring”
Provide feedback to students and teachers on learning progress
Assessment
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Types of Classroom AssessmentsTypes of Classroom Assessments
Types
Summative
Bottom line evaluation of effectiveness
Assign grades at end of instruction
Assessment
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Types of Classroom AssessmentsTypes of Classroom Assessments
Types
Informal
Provide feedback to the student and teacher
Not typically scored or gradedAssessment
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Types of Classroom AssessmentsTypes of Classroom Assessments
Types
Formative
Screening
Summative
Diagnostic
Informal
Assessment
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Assessment
Purposes Types
Planning
Procedures
Formats
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Reasons We AssessReasons We Assess
• Placement in classes/courses, programs• Provide feedback to students and teachers on
learning progress• Identify students who may have learning gaps• Determine specific areas of weakness of a
student• Assign grades at end of instruction
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• No single assessment can meet all the purposes of assessment or information needs of classroom teachers.
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Purposes Types
Planning
Procedures
Formats
Assessment
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UbD’s UbD’s “Continuum of Assessments”“Continuum of Assessments”
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Stiggins’ Stiggins’ Assessment MethodsAssessment Methods
• Selected Response• Essay• Performance Assessment• Personal Communication
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Marzano’s Marzano’s Types of Assessment ItemsTypes of Assessment Items
• Forced-Choice• Essay• Short Written Response• Oral Reports• Performance Tasks• Teacher Observation• Student Self-Assessment
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Assessment FormatsAssessment Formats• Selected Response• Constructed Response• Performance Assessment• Informal Assessment
Adapted from Marzano, Stiggins, UbD
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Constructed ResponseConstructed Response
Key Points
Examples
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Self – Assessment ReflectionsSelf – Assessment Reflections• What do the survey results suggest? • What patterns do you notice? • Does your classroom practice reflect a balance of assessment types?• What do the survey results suggest? • What patterns do you notice? • Are you using one format more that others?• Are there types of assessment you use less frequently or not at all?• Are you collecting appropriate evidence for all the desired results?• Do you rely too heavily on those that are easiest to test and grade?• Which assessment formats might you add or use more frequently in order to
provide a more balanced picture of students’ knowledge, skills, and understanding?
• Which assessment formats might you use less frequently in order to provide a more balanced picture of students’ knowledge, skills, and understanding?
• How might you modify your classroom practice to better assess student learning?
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Constructed ResponseConstructed Response
Advantages Disadvantages
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Evaluating an Assessment Plan• Is this assessment plan balanced?• How does the assessment plan relate to the
standard(s)?• How might we improve the individual
assessments?• Could the addition of other assessments
provide a better, more complete picture of student learning?
• What other assessments might we use to obtain evidence of student learning for this unit?
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Purposes Types
Planning
Procedures
Formats
Assessment
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Achievement Target TypesAchievement Target Types
• Informational (knowledge)• Process (skills)• Thinking and Reasoning• Communication
Adapted from Marzano
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Thinking and ReasoningThinking and Reasoning
• Compare and contrast
• Analyzing relationships
• Classifying• Argumentation• Induction
• Deduction• Experimental inquiry• Investigation• Problem solving• Decision making
-Marzano
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Communication SkillsCommunication Skills
• Communicates effectively in written form• Communicates effectively in oral form• Communicates effectively in a medium other
than writing or speaking• Express ideas clearly• Communicates with diverse audiences• Communicates for a variety of purposes
-Marzano
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Matching Assessments with StandardsMatching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT TARGET
Selected Response
Constructed Response
Performance Tasks
Informal Assessment
Informational(Knowledge)
Process (Skills)
Thinking and Reasoning
Communication
Other:
Can sample mastery of elements of knowledge
Essays can tap understanding of relationships among elements of knowledge
Not a good choice for this target; other options preferred
Teacher can ask questions, evaluate answers, and infer mastery; but time-consuming
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Matching Assessments with StandardsMatching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT TARGET
Selected Response
Constructed Response
Performance Tasks
Informal Assessment
Informational(Knowledge)
Process (Skills)
Thinking and Reasoning
Communication
Other:
Can sample mastery of elements of knowledge
Essays can tap understanding of relationships among elements of knowledge
Not a good choice for this target; other options preferred
Teacher can ask questions, evaluate answers, and infer mastery; but time-consuming
Can assess application of some patterns of reasoning
Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.
Can observe and evaluate skills as they are being performed
Strong match when skill is oral communication
Written descriptions of complex problem solutions can provide insight into reasoning proficiency.
Can watch students solve some problems or examine some products and infer about reasoning proficiency
Can ask students to “think aloud” or can ask follow-up questions to probe reasoning
Not a good choice for this target; other options preferred
Not a good choice for this target; other options preferred
Can observe and evaluate some skills, such as oral communication
Strong match with some communication skills
-Adapted from Marzano and Stiggins
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Purposes Types
Planning
Procedures
Formats
Assessment
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ProceduresAssessment
Rubrics
Informal Assessmen
ts
Selected Response
Constructed Response
Performance
Assessments
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Etymology – Rubric (Latin for Red)
• Referred to notes and directions written in red in the margins of liturgical books for conducting religious services.
• Today a rubric is a guideline for scoring, assessing, and evaluating student work and performance.
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A rubric is a set of rules that . . .
• Shows levels of quality.• Communicates standards.• Tells students expectations for assessment
task.• Are NOT checklists (yes or no answers).• Includes dimensions (criteria), indicators, and a
rating scale.
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According to Grant Wiggins . . .
• “What is to be assessed must be clear and explicit to all students:
• NO MORE SURPRISES!
• . . . Rubrics must accompany all major assignments and assessments.”
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Advantages of Using a Rubric
• Lowers students’ anxiety about what is expected of them.
• Provides specific feedback about the quality of their work.
• Provides a way to communicate expectations and progress.
• Ensures all student work is judged by the same standard.
• Disengages the “halo” effect and its reverse.• Leads students toward quality work.
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ProceduresAssessmentAssessment
Rubrics
Holistic Analytic
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ProceduresAssessmentAssessment
Rubrics
Holistic
• Definition: One score or rating for the entire product or performance.
• When to Use:
•For a quick snapshot of overall status or achievement
•When the skill or product to be assessed is simple; when it has only a single dimension.
• Disadvantages:
•Two students can get the same score for vastly different reasons
•Not as good for identifying strengths and weaknesses and planning instruction
•Not as useful for students to use.
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Template for Holistic RubricsScore Description
5 Demonstrates complete understanding of the problem. All requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem
0 No response/task not attempted
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Procedures
Rubrics
Analytical
• Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product.
• When to Use:
• Planning instruction – show relative strengths and weaknesses.
• Teaching students the nature of a quality product or performance – they need the details.
• Detailed feedback to students or parents.
• For complicated skills, products, or performances, for which several dimensions need to be clear.
• Disadvantages:
• Scoring is slower.
• Takes longer to learn.
AssessmentAssessment
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Template for Analytic RubricsBeginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Criteria #1 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #2 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #3 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #4 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
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Parts of a Rubric• DimensionsDimensions, sometimes referred to as criteria,
encompass the knowledge, skills, and understanding to be assessed.
• IndicatorsIndicators specify the evidence used to judge the degree to which the dimension is mastered.
• Rating ScalesRating Scales discriminate among the various levels of performance.
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Basic TemplateScaleScale
CriteriaCriteria
Indicator Indicator Indicator Indicator
Indicator Indicator Indicator Indicator
Indicator Indicator Indicator Indicator
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Chocolate Chip Cookie RubricDeveloped by a group of nuns who baked cookies for profit
Size Chocolate Chips
Taste Texture
Heavenly
Earthly
Purgatory
Gone to Hell
Huge!
At least 6”
Super size
Pure smooth
MMMmmm good!
Soft
Bends without breaking
4” – 5” Toll House standard
Okay in a pinch
Crisp without brown
2” – 3” Generic real chocolate
Edible Crispy with burnt edges
You gotta be kidding!
Where are they? Grainy, carobs
Spit that OUT!
Burnt
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Workshop Consultant’s Rubric18 possible points
Outstanding(underpaid)
3 points
Average(minimum wage)
2 points
Consultant from Hell
(overpaid)
1 point
Appearance & background
Physically and visually attractive
Different clothes each day
Clothes fit
Still in lots of classes
Dumpy appearance
Wears same clothes every other day
Clothes too big
Was a teacher
Nerdy appearance
Wears same clothes every day
Clothes too tight
Was/Is an administrator
Workshop
(X 2)
Good cartoon overheads
Lots of chocolate candy
Kept us awake for 30 minutes or more
Overheads too small to read
Gives out “Halls” candies
Speaks English but in monotone
No visuals
Gives out scratch/sniff stickers
Speaks with accent/monotone
Gives homework
Activities
(X 3)
Starts late, leaves early
Lots of long breaks
Shows “Gone with the Wind”
Has a book to use after workshop
Everything on time
Only 2 breaks, short
Shows “Kindergarten Cop”
Steals others’ ideas from books
Starts at 8:00—goes to 4:10
No breaks
Shows “The Crucible”
Has not read a book in years
Quotes only Madeline Hunter
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Workshop Participant’s Enthusiasm Rubric
(16 points)Exemplary Acceptable Needs Work Retire
Facial Expression
Thought Process
Movement
Oral Participation
Bright, lit up
Eyes not blinking
Focused on teacher
Wheels in high gear
Quick, alert motions
Non-stop on task talking
Bright, lit up
Eyes sometimes focused on teacher
Wheels in relaxed motion
Casual motions
Talks when needed or told
Eyes glazed over and bloodshot
Wheels are rusty and slow
Sluggish – an occasional itch
Occasional grunts
Eyes closed; Drooping
Wheel isn’t invented
Coma
Drooling
No sound
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Designing a Scoring Rubric
• Consider criteria to judge whether a restaurant is great (for example, ambience)
• List specific indicators (for example, clean, pleasant)
• Make a rating scale of 1-4 with 4 being a great restaurant and 1 being “wish I’d eaten somewhere else!”
• Rate the place you dined.
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Restaurant Rubric
1 2 3 4
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Ugly Rubrics
• Too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade
• Checklists – Have it, don’t have it• Judge each work against other items of work• Judge the wrong thing so student can just jump
through hoops to get a good grade.
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Good RubricsGood Rubrics
• Are tools• Show level of quality of a performance or task• Communicate standards clearly and specifically• Are given to students to set expectations• Show what to avoid and addresses misconceptions• Are consistent and reliable• Use content that matches standards and instructional
emphasis
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ProceduresAssessment
Rubrics
Informal Assessmen
ts
Selected Response
Constructed Response
Performance
Assessments
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Performance Tasks & Assessments . . .
• Often occur over time.• Result in a tangible product or observable
performance.• Encourage self-evaluation and revision.• Require judgment to score.• Reveal degrees of proficiency based on criteria
established and made public prior to the performance.• Sometimes involve students working with others.
Marzano, Pickering, McTighe
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GRASPS
• G Real-world GOAL• R Real-world ROLE• A Real-world AUDIENCE• S Real-world SITUATION• P Real-world PRODUCT or PERFORMANCE• S STANDARDS
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ProceduresAssessment
Rubrics
Informal Assessmen
ts
Selected Response
Constructed Response
Performance
Assessments
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Selected Response ItemsSelected Response Items
• Components– Stimulus or prompt (not all items require these)– Stem– Answer– Distractors
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Selected Response ItemsSelected Response Items
• Stimulus or Prompt– True-False
• Statement
– Matching• Two sets of information
– Multiple-Choice• Prompt
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Selected Response ItemsSelected Response Items
• Stems– Ensure directions are clear– Include the central idea and most of the phrasing in
the stem– Word the stem positively, when possible
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Selected Response ItemsSelected Response Items
• Distractors– The “incorrect” choices– Are attractive to students without mastery– Focus on the skill assessed
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Selected Response ItemsSelected Response Items
• The emblem on the sign was a– angel– elf– ship– owl
• The American Civil War began in– 1812– 1778– 1862– 1861
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Selected Response ItemsSelected Response Items
• I have five ____ on my hand.– finger– fingers– nail
• Who was President during the Civil War?– Santa– Lincoln– Brittney Spears– King George
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ProceduresAssessment
Rubrics
Informal Assessmen
ts
Selected Response
Constructed Response
Performance
Assessments
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Constructed Response ItemsConstructed Response Items
• Components– Stimulus or prompt (not all items require these)– Stem– Answer space– Rubric (scoring criteria)
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Constructed Response ItemsConstructed Response Items
• Clearly state problem and expectations• Cannot be answered without reading / studying
the passage or prompt• Requires a response of more than one or two
words• Leads to a range of responses• Leads to clearly defined scoring criteria
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Constructed Response ItemsConstructed Response Items
• Would the meaning of this story change if it took place somewhere else in the world? Explain why or why not.
• Dog food costs $0.83 per pound. How much money will it take to feed a dog who eats 20 pounds each week? For one year? Remember, there are 52 weeks in a year. Be sure to show your work.
WORK SPACE
__ each week __ one year
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ProceduresAssessment
Rubrics
Informal Assessmen
ts
Selected Response
Constructed Response
Performance
Assessments
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Informal AssessmentInformal Assessment
• Model using criteria to complete assignments and rubrics to evaluate work
• Help students set clear goals and ask them to critique their work
• Provide opportunities for students to share their problem solving strategies
• Consider student-led parent conferences
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The Distinction Between The Distinction Between Assessment and GradingAssessment and Grading
AssessmentAssessment
Continuous progress Provides feedback to improve
student learning May be formative or summative Provides a means of collecting
evidence of student mastery of the content standards
Provides a photo album of student progress through which we can observe a student’s growth
GradingGrading
A means of assigning numerical or alphabetical grade to a student’s work
May be formative or summative
Provides a means of collecting evidence of student mastery of the content standards
Provides a photo album of student progress through which we can observe a student’s growth
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Characteristics of Exemplary Characteristics of Exemplary AssessmentAssessment
• Emphasizes learning process as well as product• Requires active construction of meaning• Assesses interdisciplinary and cross disciplinary skills• Helps students self monitor• Gives specific expectations for students• Emphasizes the application and use of knowledge• Has meaning and relevance to students• Emphasizes complex skills• Makes standards public and known in advance