1. Assessment
EDUC 511
February 15-16, 2013

2. Assessment Plan for Units of
Instruction
Benchmark Benchmark Summative
Pre- Formative Formative (End of Unit)
Assessment
“Informative” Formative Assessments (i.e., check
for understanding, inform instructional planning) to
determine when students are ready for common
formative assessment

3. Summative (End of Unit) Assessment
 With your content alike team, select one
team member‟s essential learning
outcomes.
 As a team, determine how you would want
your students to document their
understanding in a meaningful and complex
way.
 Then develop a checklist of the specific
criteria your students would need to
document to communicate their
understanding.

4. Summative Assessment
Checklist
 Aligns with the essential learning outcomes
 Aligns with the learning targets
(knowledge, skill, reasoning, and product) and I Can
statements
 Details criteria that students need to demonstrate
 Requires rigorous demonstration of understanding
(addresses upper 4 levels of Bloom‟s)
 Group items (expectations) logically to scaffold (support)
student understanding
 Be certain selected response items are plausible
 Be certain constructed response items communicate criteria
 Limit the number of assessment questions
 Be certain items are not redundant

5. Self and Peer Assessment
 Use the summative assessment
checklist to assess your own
summative assessment.
 Join another member of your content
alike group and complete a peer
assessment of each other‟s
summative assessment.

6. Differentiating Assessments
 Using one of the assessments
generated, develop differentiated
assessment options using one of the
following:
◦ A “tic-tac-toe” assessment matrix that would
provide options based on learner
interest, preferences.
◦ A menu that includes an appetizer, an
entrée, two sides, and dessert (optional).
◦ A tiered assessment (scaled assessment) where
a “3” is proficient.

7. Developing Checklists
 Focus questions for developing
your assigned checklist:
 What does quality work look like for
__________________?
 What do we need to document,
demonstrate to communicate our
understanding?

8. Developing a Blog:
Defining Expectations
 Review the expectations for
developing effective checklists.
 Based on our discussion of developing
a blog for your learning and for
assigned and self-selected excerpts
from the text, collaboratively generate
a list of expectations you would
have…if you were the course
instructor.

9. Developing Checklists
 Using the checklist about developing
checklists, brainstorm criteria for one of the
following assessments:
◦ Assessment plan for unit of instruction
 Pre-Assessment
 8 Formative and Differentiated Assessments
 2 Common Formative (Benchmark) Assessments
 End of Unit Test (Summative)
 Performance Assessment
 Checklist and/or Rubric Development
 Plan for Documenting and Reporting Grading
◦ Assessment literacy and philosophy reflective
summary
◦ Post-assessment on assessments

10. From Excerpts to Experts
 Read your assigned excerpt on pre-
assessment and respond to the
reflective prompts.
 Join others excerpt-like members and
discuss the excerpt and reflective
responses.
 Be prepared to share your expertise
with other groups.

11. Developing Pre-Assessments
 Using the identified selection from
Rigorous Curriculum Design on Pre-
Assessment, discuss the different
positions that Ainsworth describes.
 Essential Question:
◦ What did we discover about developing
pre-assessments from Ainsworth that will
shape our practice?

12. Developing Pre-Assessments
 Using what we have learned about
developing pre-assessments and with
your summative assessment, discuss
the components of a pre-assessment
that you plan to develop with other
members of your content-alike work
group.

13. Understanding Formative
Assessment
 Using one of the definitions of formative
assessment, identify the most essential
aspect of the definition that all teachers
need to know.
 Join others who have the same definition
(same color of paper).
 Reintroduce yourselves and then generate
a brief summary of the definition that all
teachers need to know.
 Be prepared to share with the whole group.

14. “Every Day in Every Classroom”:
Clarifying Our Understanding of Formative
Assessment
 Read the introductory paragraphs and
the numbered sections in the
article, “Every Day in Every
Classroom” from Educational
Leadership.
 Use the “Details—Main Idea” template
to record the most essential
information from the excerpt.
 Don‟t complete the Main Idea
summary section of the

15. Learning Line Up
 Form two lines that face each other.
 When prompted, briefly share what you
summarized for the introductory
paragraphs.
 When prompted, one line will rotate 3
people and then share the summary from
excerpt #1.
 Repeat for the remaining excerpts.
 After the last rotation, join three other
people and record a “main idea” that can be
shared with the rest of the group.

16. Developing Assessment
Literacy
 Aside from the introduction and
definition, read your assigned excerpt
from Attributes of Effective Formative
Assessments.
 Use the split-page note taking process
to document what you found essential
on the right side of the page.
 When prompted, join others who were
assigned to the reading.

17. Developing Assessment
Literacy
 As a core group, decide what is most
essential that everyone should know.
 Document additional
concepts, interpretations on the left
side of the page.
 Be prepared to teach your attribute to
another group.
 When prompted, form mixed groups.

18. Defining the Attributes
 Return to your base group and create
a visual representation to document
the essential attributes of an effective
formative assessment.
 Be prepared to share your group‟s
representation.

19. Creating Formative
Assessments
In your content area work group…
 Select an essential learning outcome that you
would teach (from someone‟s unit of instruction).
Individually…
 Generate a few assessment options and record
them on the template provided.
 When prompted, rejoin your group members and
share the assessment options you have identified.
Collaboratively…
 Share the assessment options you have created.

20. Developing Formative Assessments
Learning Assessment Assessment Assessment Assessment
Target Option 1 Option 2 Option 3 Option 4
Create, document a variety of
Document the learning assessment options to check for
target/I Can statement and demonstrate student
that you want students to understanding
learn.

21. Developing Formative Assessments
Learning Assessment Assessment Assessment Assessment
Target Option 1 Option 2 Option 3 Option 4
I can Record what In small groups, Talk with Write a
communicate you learned discuss the another class paragraph
my about each of character traits member about about the most
understanding the main that are the what you think essential
of character characters most important the character character traits
development using a for helping us will do—predict that have been
fishbone understand the his actions, and demonstrated
diagram. story; create a then briefly and what they
list to share with write why you reveal about the
the rest of the made the meaning of the
class. predictions you story.
did.

22. From Learning Targets…and Beyond!
Developing Assessments, Interventions, Enrichments
 “A shared learning
target unpacks a
„lesson-sized‟
amount of
learning—the
precise „chunk‟ of
the particular
content students
are to master”
(Leahy, Lyon, Tho
mpson, &
Wiliam, 2005).

23. Proactive
Interventions,
Enrichments
Accommodation Differentiated
s Assessments
Learning
Targets
Formative Self-
Assessments Assessment

24. Essential Question:
Proactive Intervention, Enrichment
 As I plan instruction to teach the learning
target, how can I proactively define instructional
interventions, enrichments to support the specific
concepts or skills students need to learn?
Learning
• Pre-teaching Target • Extension
• Re-teaching • “I Can” • Enrichment
• Remediation statement • Inquiry
Intervention Enrichment

25. Essential Question:
Formative Assessments
 As I plan instruction to teach the learning target, what
are the multiple ways that I will assess students‟
understanding of the learning target?
Formative
Assessment
Option #1
Formative
Assessment
Learning Formative
Assessment
Option #4
Target Option #2
Formative
Assessment
Option #3

26. Essential Question:
Differentiated Instruction and
Assessments
 As I plan instruction to teach the learning target,
how will I differentiate instruction? Are there
options for differentiating how students
demonstrate their understanding?
Differentiating • How will I differentiate
Instruction content and/or process?
Differentiating • How will I differentiate
Assessment product?

27. Essential Question:
Accommodations
 As I plan instruction to teach the learning
target, what modifications or
accommodations do I need to provide to
ensure students with an identified disability
have access to core instruction?
Essential Question:
◦ Given my instructional context (who my
students are and what their needs are), what
accommodations do I need to consider for the
learning target?

28. Essential Question:
Self-Assessment
 As I plan instruction to teach the learning
target, how can I incorporate self-assessment
strategies to support the transfer of responsibility
and to deepen metacognition?
Learning Targets— What can I do? When did learn
I Can Statements How am I moving about the concept?
toward mastery? What materials and
resources do I
have?

29. Connecting Our Work, Deepening Our Understanding:
Using a Blog
 With a partner, determine what and
how you plan to develop your blog and
contribute to others‟ learning through
your blog postings and online
collaboration.