Presented by:

Gordon MillerChristy Rybiski

Gina Worley

Assessing the Student

State the Focus

Summarize Textbooks

Preassessment is essential for a differentiated classroom and is accomplished formally and informally

Paper-and -pencil pretest to establish prior knowledge Formal paper surveys Informal interactive exercises such as squaring off

Formative assessment provide teachers and students feedback to measure student progress and adjust curriculum

Informal assessment such as hand signals or show of cards Cold Call to collect data using meaningful questions Everyone Writes to validate Cold Call data Feedback Should be comprehensible, useful, timely, and relevant Feedback should provide correction of mistakes Feedback should be criterion-based

Summative Assessments (Grading) are used to measure content mastery, chart progress, motivate students, provide information to a variety of audiences.

A variety of methods to assign a final grade exist such as On-going Assessment (portfolios) and Authentic task.

Summarize Research Articles

Summary of 2010 paper-140 teachers, grades 3-12, urban, suburban, and rural surveyed

Pencil and paper testing is the predominant classroom assessment method (60%).Essays and written assessments are most common.

Performance-based assessment is used more frequently by language arts teachers, female teachers, and is more common at higher levels than at the elementary level.

Formative assessments (administered before instruction is completed) are used infrequently. 75% of assessments are made after instruction is completed. Much effort has gone into developing large-scale assessments but training for teachers on assessment

methods is lacking.

Summary of 2002 paper - 900 teachers, grades 3-5, urban, suburban, and rural surveyed. Teachers placed the greatest weight on academic performance and academic-enabling behaviors (e.g.,

class participation and effort).

Teachers placed less emphasis on homework, comparisons with other students, grade distributions of other teachers, and disruptive student behavior.

Assessments by teachers vary widely between teachers within and between schools.

Teachers used 3 types of assessments: constructed-response (projects, essays, presentations), objective (true-false, multiple choice, etc.), and teacher-made major examinations. Often constructed-response and objective are from published sources.

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2002 2010

Variety of assessment and grading techniques

Teachers award attitudes and effort as well as academic achievement.

Assessments are given throughout instruction.

Teachers tend to use published assessments.

Teachers need training to create higher quality assessments.

Teachers lack consistency in grading techniques.

60% Traditional Assessment vs. 40% Performance based

Scores based on academic achievement

Assessments are given when instruction is over.

Assessments are teacher made ½ of the time.

Teachers are starting to use performance based assessment more frequently.

Changes in Student Assessment

Conclusion

List our Reference Materials

Chapman, C. & Gregory, G. (2007).

Differentiated instructional strategies: One

size doesn’t fit all. (2nd ed). Thousand Oaks,

CA: Corwin Press.

Frey, B. & Schmitt, V. (2010). Teachers’

Classroom Assessment Practices. Middle

Grades Research Journal, 5.3, 107-117.

McMillan, J., Myran, S. & Workman, D.

(2002). Elementary Teachers’ Classroom

Assessment and Grading Practices. The

Journal of Educational Research, 95.4, 203-

213

Research

The group made initial contact by e-mail where we decided to

create a wiki. When a wiki was created, we made group

assignments. We scheduled project checkpoints so that we

could make sure we were on schedule. We discussed content

through the discussion board on wiki. Once the first draft of

the power point was posted, we each made changes and added

input until a final draft was agreed upon. Our wiki page is:

http://ed557ppt.wikispaces.com/.