REPORT CARDS: Our responsibility is to provide as accurate a

picture of learning as possible. Requires that we answer 3 important

questions:What is our purpose for grading?What factors should we include in the grade?How do we combine those factors to give the

truest picture possible of student achievement?

Principle 1: The purpose of grading is to COMMUNICATE

Principle 2: Grades Communicate about ACHIEVEMENT Include effort, aptitude and other factors?

Principle 3: Grades Reflect CURRENT LEVELS of Achievement

Organizing the GradebookKeep grades for target skills

Including Factors in the Final GradeKeep actual achievement separate fro other

factors Considering Assessment Purpose

Differentiate between assessment FOR learning and OF learning

Considering the Most Recent InformationUse current evidence of student achievement on

the intended learning targets.

Summarizing Information and Determining the Final GradeGrades and records should reflect student

attainment of established targets, rather than a rank in the class.

Combining Rubrics with Percentage Scores Verifying Assessment Quality

When assigning grades, use the most accurate body of evidence available

Involving StudentsBe sure students know how their current level of

achievement compares to the standards they are expected to master

A portfolio’s contents, and the collection of student work as a whole, can be assessed, but we do not advocate using the term portfolio assessment because, as we hope we can make clear, portfolios are collecting and communicating devices.

Different Kinds of Portfolios: Project Growth Achievement Competence Celebration Working

Think about portfolio as process, not a product or object

Work sample annotations are whatever comments students and teachers make about each piece of evidence selected for the portfolio.

Students can show and “I can do it” mindset with a portfolio if it shows that they are accomplishing their goals.

How the Type of Portfolio Affects Design

Keys to Successful Use:Portfolios are a means to an end, not an end in themselves.They are a means to help students learn more deeply and embed learning into long-term memory.They are a means to help students take responsibility for their own learning.

A conference occurs when two or more people meet to discuss a predetermines topic to satisfy an informational need.

Purposes for conferences The formats to meet those purposes How to conduct successful conferences

to meet the information needs of students, teachers and parents.

Conferences can be used to communicate assessment FOR learning and assessment OF learning

Five Categories:Offering FeedbackSetting GoalsPlanning an InterventionDemonstrating GrowthCommunicating Achievement

It’s Important to do a Follow-up after any conference to see what went well and what might be improved for the future.

Standardized tests represent ONE WAY to gather and communicate information about student achievement

These meet the information needs of policy makers and program/ curriculum planners

These are assessments OF learning

All teachers need to know the basics of testing reports.

The more we know, the better we can use these results to make modifications to instruction.

How well did you do on this?

Standardized means that all students take the same test under the same conditions with the same instructions and scoring.

Norm-referenced means that scores are referenced to a “norm group” of similar students.

Criterion-referenced shows how learning compares to a preset criterion of acceptable performance on specified learning targets, rather than to compare students to one another.

Large-scale assessment is one that is given to a large number of students across classrooms and schools at more or less the same time.

Only multiple choice, norm-referenced tests can be standardized. It is possible to standardize a writing sample when students receive the same prompt. Many now have extended responses.

The same tests can’t yield both norm-referenced and criterion-referenced scores. Most indicate mastery as well as how student performance compares to others.

Multiple-choice standardized tests can assess only content mastery, and not reasoning or problem-solving. Some kinds of reasoning and problem-solving can be assessed in selective response format.

Same developmental steps as in Chapter 4: Clarify targets Clarify purpose Decide on number of questions and

assessment methods Develop a test plan Write questions and exercises Assemble the test Try it out Revise to improve the test

Establishing NORMS: the drafted test is given to a large number of students across a range of achievement levels, called the norm group.

Raw Scores Percent Correct Percentile Score Stanines Grade Equivalent Score Competency and Mastery Scores

The goal of test preparation training for students is to ensure that test scores are accurate, that nothing in the testing situation will cause the results to be mismeasured

They want to know test information Contest, assessment method and scoring

method How to prepare their children for the

tests Communication with parents is then

based on ACCURATE information and how it will be used in the classroom and in the school

ALWAYS STRIVE FOR ACCURATE RESULTS!