1. ASSESSMENTS FOR
LEARNING
Travis Issler
Anna Brown
Chip Whipple
Scott Musser
Kelly Kriner

2. What is the first thing you
think of when you hear the
word assessment?

3. What is the first thing you
think of when you hear the
word assessment?
Test

4. What is the first thing you
think of when you hear the
word assessment?
Test
Quiz

5. What is the first thing you
think of when you hear the
word assessment?
Test
Quiz
Portfolio

6. What is the first thing you
think of when you hear the
word assessment?
Test
Quiz
Portfolio
Standardized tests

7. What is the first thing you
think of when you hear the
word assessment?
Test
Quiz
Portfolio
Standardized tests
Annual Review

8. What is the first thing you
think of when you hear the
word assessment?
Test
Quiz
Portfolio
Standardized tests
Annual Review
Presentation

9. What is an Assessment?

10. What is an Assessment?
assessment |əˈsesmənt|
noun
the evaluation or estimation of the nature, quality, or
ability of someone or something : the assessment of
educational needs | he made a rapid assessment of the
situation | assessments of market value.

11. For vs. Of

12. For vs. Of
Assessments of learning: Using an assessment tool to
see what students have learned or what information a
student has retained. (Past)
Assessment for learning: Using multiple assessment
tools to see what information students have learned and
what further steps should be taken to insure that the
information is not just learned but mastered. (Ongoing)

13. A great example of what is
NOT an assessment for
learning!
http://www.youtube.com/watch?v=ZEZXipnMNYw

14. Performance Assessment

15. Performance Assessment
Defined by congress, Office of technology Assessment
(OTA)(1992), as “testing methods that require students
to create an answer or product that demonstrates
knowledge and skills.”
“These are a viable alternative to norm-referenced tests.
Teachers can use performance assessments to obtain a
much richer and more complete picture of what
students know and are able to do.” (TeacherVision)

16. How to use Performance
Assessments

17. How to use Performance
Assessments
It should be a continuation of your lessons

18. How to use Performance
Assessments
It should be a continuation of your lessons
It can be student constructed rather than teacher
selected

19. How to use Performance
Assessments
It should be a continuation of your lessons
It can be student constructed rather than teacher
selected
It should always involve teacher observation

20. How to use Performance
Assessments
It should be a continuation of your lessons
It can be student constructed rather than teacher
selected
It should always involve teacher observation
It should highlight the students’ learning and thought
process not just their answers.

21. How to use Performance
Assessments
It should be a continuation of your lessons
It can be student constructed rather than teacher
selected
It should always involve teacher observation
It should highlight the students’ learning and thought
process not just their answers.
This might mean they get the wrong answer, but
their thought process can outweigh that answer.

22. http://www.youtube.com/watch?v=ZQ4lJXxb4jI

23. What do we need to do first?

24. What do we need to do first?
We need to be masters of our content. (Not master
teachers, just masters of our individual teaching subject)

25. What do we need to do first?
We need to be masters of our content. (Not master
teachers, just masters of our individual teaching subject)
Understand how state standards integrate into our
curriculum because these are our overall goals for the
students.

26. What do we need to do first?
We need to be masters of our content. (Not master
teachers, just masters of our individual teaching subject)
Understand how state standards integrate into our
curriculum because these are our overall goals for the
students.
Scaffold student learning so that each standard is built
upon the other.

27. What do we need to do first?
We need to be masters of our content. (Not master
teachers, just masters of our individual teaching subject)
Understand how state standards integrate into our
curriculum because these are our overall goals for the
students.
Scaffold student learning so that each standard is built
upon the other.
Transform achievement benchmarks into student-
friendly versions.

28. Types of Assessments For Learning
and Performance Assessments

29. Types of Assessments For Learning
and Performance Assessments
Student selected presentations

30. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs

31. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs
Anecdotal notes!!!!!

32. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs
Anecdotal notes!!!!!
Tests students can retake

33. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs
Anecdotal notes!!!!!
Tests students can retake
Student lead study time

34. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs
Anecdotal notes!!!!!
Tests students can retake
Student lead study time
Practice Quizzes

35. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs
Anecdotal notes!!!!!
Tests students can retake
Student lead study time
Practice Quizzes
Self-Assessments

36. Types of Assessments For Learning
and Performance Assessments
Student selected presentations
Group activities with class appointed rotating jobs
Anecdotal notes!!!!!
Tests students can retake
Student lead study time
Practice Quizzes
Self-Assessments
Movies, Music, Dance, Drawings

37. chemistry video

38. What To Do With It Once
You’ve Got It!!

40. REFLECT! Remember assessments FOR learning are
to help us know what we need to do, as teachers, to
ensure our students are mastering the material.

41. REFLECT! Remember assessments FOR learning are
to help us know what we need to do, as teachers, to
ensure our students are mastering the material.
RECORD! Keep a folder for each student instead of
just sending everything home with them. You can look
back and see their progress over time. This also helps
the students see their own progress over time.

42. REFLECT! Remember assessments FOR learning are
to help us know what we need to do, as teachers, to
ensure our students are mastering the material.
RECORD! Keep a folder for each student instead of
just sending everything home with them. You can look
back and see their progress over time. This also helps
the students see their own progress over time.
RE-ASSESS! Assessments for learning are done while
the learning is happening! It is something that should be
constant and building. This shows us what we need to
do next. Show students the success they have made and
help them take pride in it. This encourages confidence
in the content and encourages them to keep striving!

43. References
Robyn R. Jackson, 2009. Never work harder than your
students pg. 125-169.
Rick Stiggins, 2005. Assessments for learning defined pg. 1-3.
TeacherVision, 11/2/09. 5:25 pm
www.teachervision.fen.com/teaching-methods/
classroom-management/27717.html.
Rachel Quenemoen and Martha Thurlow, 2007.
Learning opportunities for your child through alternate
assessments. US Department of Education.

44. thoughts to leave you with...
http://www.youtube.com/watch?
v=sO0JAs7M2yo&feature=related