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TE330 1-6 Classroom Assessment

Terms in this set (216)

What is the purpose of assessment?
To determine to what degree a student has mastered content standard with a high degree of validity and reliability
Valid- reflect ______ (a test with all A's wouldn't be valid)
Reliable-_____ (every student misses question 13)
Classroom
Consistent
Formative assessment is assessment _____
For learning and to improve student learning
Formative assessment is _____ through observation and includes participation, exit slips, pre-tests (show growth), and projects (fun)
Informal
Summative Assessment is an assessment that ________
Summarizes the student's mastery of the standard
Summative Assessment is usually _______ because it includes tests, quizzes, final projects, performances, and portfolios
Formal
_____ is important! If you aren't using it ____ collecting it
Data, stop
Assessment is crucial for learning- but the right type of assessment can have dramatic effects on how much is learned and how well something is ______
Performed
Alignment
Things are configured so that they reinforce and support each other (Ex: Align music to floor routine)
Teaching and the use of student assessment are most effective when powerful contextual forces align with what the teacher is ______ (Ex: when your curriculum and instruction align with state standards equals likely to do well on the state tests)
Doing in the classroom
What are these powerful contextual influences for classroom assessment? ____ century knowledge, skills, and disposition, ____, principles of cognitive and sociocultural learning and motivation, ____-based education, and _____ testing
21st
Technology
Standards
High-stakes
1) 21st century knowledge, skills, and dispositions

There are essentials needed for students to obtain based on our changing world. Some examples are ___ understanding, ___ skills (problem solving), creativity, and effective ______ skills
Deep
Cognitive
Communication
2) Technology

This is a ___ influence and provides new opportunities for learning
Huge
3) Principles of cognitive and sociocultural learning and motivation

If you want to achieve these 21st century skills, we must teach and assess in ____ with what we know about ___ students learn and what ____ them.
Keys:
Learning must be built on students ____ knowledge, life experiences, background, and interests
_______ is needed/ self-efficacy, even better
Provide an ____ with active learning
Motivation comes through teachers constantly assessing students and providing ____ (informative!)
Curriculum theory notes---> ___ students can learn, high standards for ___, and ___ opportunity. Needs to show how it connects to the real world
Alignment
How, motivates
Prior
Self-assessment
Environment
Feedback
All, all, equal
Page 6 look at chart. Implications for assessment from cognitive learning
Look at cognitive, differentiation, goal setting, self-regulation, self-efficacy
4) standards based education
_______
"Standards based"= commonly accepted objectives for student learning.. they ___ what students should know and do
Common core
Frame
Standards based education means....
Commonly accepted objectives for student learning. They frame what students should know and do
5) High-stakes testing is an implement of pressure on schools to show ___ test results as well as to evaluate teachers on the basis of their students ____ scores.

______ is holding schools accountable with tests to achieve "proficient" grades/ goals each year. This puts pressure on teachers to "____" when they are judged based on how students perform.

The key is focusing on ___ classroom assessments will maximize student motivation and learning, rather than on what will result in the highest percentage of students judged as least proficient.

Assessment is ___ and not just something done after instruction to document student achievement
Positive, tests
Adequate Yearly Progress (AYP)
Teach to a test
How
Everywhere
High stakes testing
Implement pressure on schools to show positive test results, as well as to evaluate teachers on the basis of their students test scores
Adequate yearly progress (AYP)
Holding schools accountable with tests to achieve "proficient" grades/goals each year
Integrating instruction and assessment: the realities of teaching:
Classroom life is ___ paced, hectic, and complex
Examples are shown of teachers day--> she had to continually conduct some type of assessment of a student before making her decisions about them. Make these _____
Fast
Reflectively
5 things that affect decision making:
1)____- teachers choices are rarely simple
2) ____- monitor several activists at the same time
3)____- decisions must be made quickly
4)____- unanticipated turns
5)____- routines and Norma are established
Multidimensionality
Simultaneity
Immediacy
Unpredictable
History
In the classroom context, ____ is gathering, interpreting, and using evidence of student learning and motivation to support teacher decision making in a variety of ways. For example, diagnosing students strengths and weaknesses.
Classroom assessment
Classroom assessment
Is gathering, interpreting, and using evidence of student learning and motivation to support teacher decision making in a variety of ways. For example, diagnosing students strengths and weaknesses.
Instructional Decision Making and Assessment: Thinking about teaching as Phases that occur before, during, and after instruction is aligned with 3 major types of classroom assessments 1) ______ 2______ 3_____
Preassessment
Formative Assessment
Summative Assessment
Preassessment
What you do BEFORE instruction to know students' knowledge/attitudes/interests
Formative Assessment
DURING teaching, way of assessing students' progress/providing feedback
Summative Assessment
AFTER instruction to document what students know, understand, and can do
Next, specify the evidence needed to evaluate student learning, which is done BEFORE determining plans. This is known as ____ because thinking like an assessor before planning activities.

Assessment is integrally related to ____ aspects of teaching decision making and instruction
Backward Design
All
Components of Classroom Assessment
Classroom Assessment = collection, interpretation, and use of info to help teachers make decisions that ____ student learning.

Assessment is ____ than testing or measurement.
Improve
More
4 Essential Components to implementing classroom assessment:
1) _____- Why am I doing this assessment?
2)_____- What technologies should I use to gather info?
3)_____- How will I interpret the results?
4)_____- How will I use the results
Purpose
Measurement
Interpretation
Use
#1 Purpose: A clear _____ is needed of what the assessment will accomplish. For example, diagnose students strengths/weaknesses, monitor programs, assign grades.
Vision
#2 Measurement: Usually, this term means a systematic process of assigning numbers to behavior or performance. Here, measurement is the process by which ________, ____, or ______ are differentiated. For example, tests, ratings, observations, or interviews. Here, classroom assessment is the most powerful form of measurement.
Traits, Characteristics, Behavior
Measurement
The process by which traits, characteristics, and behavior are differentiated.
#3 Interpretation: Is the making of judgments about quality that determine how ____ the behavior or performance is. Assessment is more than _____; it is also about value.
Good
Correctness
Interpretation
Is the making of judgments about quality that determine how good the behavior or performance is
#4 Use: How are these evaluations going to be used? 3 major uses are:
1)_____- Info is gathered to diagnose specific area of focus. Why! (Ex is HW)
2) ____- Based on measurement driven info (EX: Grade to motivate/control and feedback)
3)____- Must continuously assess students understanding and adjust accordingly (EX: As actual instructions)
Process = instantaneously
Planning= more reflection
Diagnosis
Grading
Instruction
Recent trends in classroom assessment:
Alternative Assessment: Is authentic assessment, performance assessment, portfolios, exhibitions, demonstrations, journals, technology-enhanced items and other forms that require the active construction of meaning rather than _____ of isolated facts.

Knowledge and skills should not be assessed in _____. For example, allowing students to differentiate between strong and weak essays helps them learn the criteria themselves.

Assessment ____ learning is just as important as assessment ____ learning.
Regurgitation
Isolation
For
Of
Teachers' Classroom Assessment and Grading Practices Decision Making: 2 major sources of influence affect assessment grading practices about decision making
1) Teacher's _____ and values about teaching and why they are used
2) ______ to teacher consisting of pressures that need to be considered (EX: High-Stakes Testing)

These two are in constant ____
Beliefs
External
Tension
Classroom Assessment Knowledge and Skills for Teachers
1) Teachers should understand learning in the content area they ____
2) Articulate clear learning intentions to meet goals
3) Repertoire of _____
4) Know purposes and uses of assessment _____
5) Possess skills and analyze classroom ____
6) Provide effective and useful ____
7) Construct scoring that _____ reflects student learning
8) Administer external assessment and interpret results
9) Articulate interpretations to educational populations
10)Help students use assessment info to make ____
11) Carry out legal and ethical responsibilities
Teaching
Strategies
Options
Questions
Feedback
Accurately
Decisions
Chapter 2: Standards and Cognitive Learning Targets
Good classroom assessment begins with _______ standards and ______.

Knowing where your students are going: Sound assessment begins with a ____ descriptions of intended student competencies that result from student learning-a ___ statement of student outcomes. "_____" is a good term for this.
Appropriate
Learning Targets
Clear
Clear
Learning Target
Learning Target
A clear statement of student outcomes (what the student is intended to learn after completion of an activity)
Revisiting the big picture: Students need to be able to use subject area skills everywhere. Keep the ___ picture in mind! How what they are learning related to _____
Big
Everyday Life
Goals are very ____ statements about desired student outcomes (EX: Being a good citizen). Great _____ point to determine what should be taught and assessed.
General
Beginning
Goals
Very general statements about desired student outcome
Standards:
a) Not like "outcome-_____" education
b) standards apply to ___ students
c) student achievement expectations are ___ than past
based
all
higher
Standards are statements about what students should ____ and be able to do. They are more specific than ____. For example, they are content, performance, developmental, and grade level.
Know
Goals
Standards
Statements about what students should know and be able to do. More specific than goals.
State Standards:
-The actual standards state what proficiency students are ____ to demonstrate by the end of the ear. Different pending on ____ state. Often include introductory info that provides further clarification of the nature of what student outcomes are expected. State standards are the ___ for higher-stakes accountability testing.

Keys:
1) Know that there are more differences in _____ than anything else
2) Represent what is now being ___ in schools
3) Aligned with _____ skills and knowledge
Expected
Your
Foundation
Terminology
Taught
21st century
Common Core State Standards (CCSS)
Single common set of national standards
CCSS are a set of shared standards for English and Math developed by States, that "provide a consistent, clear understanding of what students are expected to learn, relevant to the ______, reflecting knowledge and skills needed for success in ____ and careers."

This is a ____ set of high expectations for learning. English, for example, uses 5 categories (Reading, Writing, Speaking and Listening, Language, and Technology).

Overall, state standards aim to ___ students outcomes and because they form the basis of accountability tests, they are important.
Real World
College
Single
Clarify
Here, pacing guides are helpful so teachers know which content to cover when. State Standards often express "___" levels of competency- it is wise ___ to depend solely on these. Best guide is to use whatever levels are appropriate to enhance student learning. They are based on extensive work on what has been called "____" for student learning.
Minimum
Not
Objectives
Educational Objectives
Relatively specific statements of student performance that should be demonstrated at the end of an instructional unit.
Greenland used instructional objective to mean "intended learning outcome". Objectives are sometimes referred to as behavioral, performance, or terminal objectives. They use the words, "add, state, define list, contract, design, categorize, count, and lift".

Action words are key for behavioral objectives- they tell what the student will do by the ____
End
Objectives should be specific but also ___. Focus on a ____ at a time rather than daily lesson plan objectives.
Flexible, Unit
Teaching Objective
What you plan to do as a teacher. Also called learning activity. May include asking questions, putting students into groups, and giving feedback.
Teaching Objectives describe the _______ students will be engaged in and what you need to do to be sure that the activities occur as planned.
Activities.
Taxonomies of Educational Objectives:
Taxonomies are widely used because they use a systematic approach to defining nature of what is learned, and they provide a common ___ for describing student learning.
- Don't have to be followed ____! Use them to categorize different learning outcomes that make the most sense and achieve overall goals.
Language
Exactly
Bloom's Taxonomy of Objectives covers ____ objectives and consists of 3 domains:
1)
2)
3)
Cognitive
Cognitive
Affective
Psychomotor
Bloom's Revised Taxonomy of Objectives was revised to ____ educators. It is a 2 dimension model with Knowledge- factual, conceptual, procedural, and metacognitive, and ___- remember, understand, apply, analyze, evaluate, create.
However, these are ___ and may not be____ to work with.
Refocus
Cognitive Process
Confusing, Practical
Marzano and Kendall's New Taxonomy:

Domains of Knowledge
1) Information - information (_____ knowledge)
2) Mental Procedures- (______ knowledge )
3)Psychomotor Procedures- _____Activities

Levels of Processing
1) Retrieval- ____ or recognize
2) Comprehension- Translate, classify, interpret
3) Analysis- Extension of knowledge
4) Knowledge Utilization- Decision making/ ____
Declarative
Procedural
Physical
Recall
Problem Solving
There are 5 types of ____ and they are used daily in teaching:
1) _____ understanding
2) _____ understadning and reasoning
3) Skill
4) Product
5) Affect
Learning Targets
Simple
Deep
Learning Targets are statements of student performance for a relatively restricted type of learning outcome that will be achieved in a single lesson or few days. It is also a clear statement of ____
Student outcomes
Learning Targets contain ___ a descriptions of what students should know/understand and be able to do at the end of instruction, and something about the ___ for judging the level of performance demonstrated. This is both ___ and criteria
BOTH
Criteria
Content
Criteria
Clearly articulated and public descriptions of facets or dimensions of student performance that are used for judging the level of achievement. Also called scoring criteria, rubric, scoring rubrics, scoring guidelines, performance criteria.
They key to criteria is making your _____ judgments about student performance clear to others. This helps with clarity, communication, and guidelines. Criteria are best developed by being ___ on what constitutes excellence as well as proficiency in the performance area of interest.
Professional
Clear
Exemplars (Anchors)
Finished student product or performance with your evaluation of it.
Exemplars should be ____ with students ___ they begin. And give a sense of the ___ of the task. Think about target as a description of what will be assessed and how it will be judged.
Shared, Before
Difficulty
Types of Knowledge Targets: Be more specific than just "___".
Knowledge Representation: In Bloom's Taxonomy, knowledge= ______. In revision, their is a distinction between factual and other types of conceptual, procedural, and metacognitive knowledge.

Factual Knowledge--> Basic elements about a ____ (knowledge of terms, specific details, elements)

Regardless of classification, when students are required to remember, this is the most ___ form of learning.

Conceptual Knowledge--> Interrelationships function together

Procedural Knowledge--> ___ to do something.
Know
Remembering Something
Discipline
Basic
How
Contemporary view of knowledge is remembering is only ___ of what occurs when students learn. You also have to think about how the knowledge is represented in the mind of the student. Knowledge Representation= How info is constructed and stored in ___ term and working memory. Knowledge Representation has 2 types: 1) ___ and 2)___
Part
Long
Declarative
Procedural
Declarative Knowledge
Info retained about something, knowing that it exists.
Declarative Knowledge and understanding is remembering specific facts to concepts, ideas, and generalizations. Involves understanding in the form of ____.
Hierarchical means not just recall, and recollection but also this understanding.
Comprehension
Procedural Knowledge
How to do something, needed to carry out an action
Deep Understanding and Reasoning: Deep Understanding implies that students know the "___" of something, can think about and use the knowledge in ___ ways.
These targets helps students internalize what they are able to do with knowledge and construct meaningful connections with what they ____ know.
Essence
New
Already
Reasoning
Involves some kind of mental manipulation of knowledge
Reasoning is employing knowledge to interpret and draw ___, solve problems, make judgments, and decisions. 3 ingredients to reasoning are
1) Mental Skill
2)________
3) Task Itself
In Bloom's Revision, 3 Cognitive Processes apply to deep understanding
1) Analyze-->____
2) Evaluate --> Critical Thinking and _____
3) Create --> Inquiry
Inferences
Declarative or Procedural Knowledge
Analysis
Problem Solving
Criteria for selecting learning targets:
1) Establish the right number of _____- not too few or too many
2) Establish comprehensive learning ___- represent __ forms of learning
3) Establish learning targets that reflect school goals and _____- focus on general goals
4) Establish learning targets that are ___ yet feasible- use not too easy or too hard
5) Establish learning targets that are __ with current principles of learning and motivation- represent learning in and __ of the classroom.
Learning Targets
Targets, All
21st century skills
Challenging
Consistent , Out
Chapter 3: High Quality Classroom Assessment: Keep the quality of your assessment ____. What is High-Quality Classroom Assessment? A key determinant of quality is how the information ___ the students. The focus is on the use and consequences of the results and what the assessments get students to do rather than on a detailed inspection of the test itself.
High
Influences
1) Clear And Appropriate Learning Targets:
-Sound assessment beings with this. Both the teacher and __ understand the nature of learning that is expected. 8 criteria for achieving:
- ____ and ___ Learning Targets
- Alignment of _____ methods and Learning Targets
- _____
- _____
-Fairness
-Positive Consequences
-Alignment
-Practicality and ____
Student
Clear, Appropriate
Assessment
Validity
Reliability
Efficiency
2) Alignment of Assessment Methods and Learning Targets: Identify a target and __ with methods.

Types of Assessment Methods:
1. Selected Response
2. Constructed Response
3. Teacher ____
4. Student ___ Assessment
Match
Observation
Self
Selected Response
Students are presented with a question that has 2 or more possible responses. (EX: T/F, Multiple Choice, Matching)
*Also called objective answers.
Selected response is also called ___
Objective Answers
Constructed Response
Requires students to create or produce their own answer in response to a question or task. Ex: Very short and direct answer such as fill in the blank, few words/sentences, and math problems. These are scored objectives.
Performance Assessments
Requires students to construct a more extensive and elaborate answer of response. Identify ask, then create, produce, or do something in real world application.
There are two forms of performance assessments. ____ such as a paper or painting, and ___ such as a speech, athletic skill, musical recital, or reading.
Products
Performance
Essay
Students construct a response of several sentences (restricted response) to many pages (extended)
Oral Questioning
Continuously used in informal way during instruction to monitor student understanding
Teacher Observations are common and we often don't think of them as _____. Here _____ communication is also key.
Assessment
Nonverbal
Student Self Assessment
Students' evaluating themselves
In Self-evaluation of academic achievement students rate their own performance in relation to _____
established standards
In Self-Report Inventories, students are asked to complete a form or answer _____ that reveal their attitudes about ____
questions
themselves
Matching Targets with Methods: Knowledge and Simple Understanding:
-Recognize or ___ isolated facts and concepts
-Essays may be effective if learning ___ chunks of related info.

Deep Understanding and Reasoning:
-Best assessed in ___ and performance assessments
-Ask to compare, evaluate, critique

Skills:
-_Preferred method= ____and oral observations
Because observing student perform task and here the student can "do" it.

Products:
Best way= Performance Assessment. Need to actually do and ___

Affect/Dispositions:
Best way= observing students or student _____ reports. Use a self-report surgery
Recall
Large
Essays
Performance Assessments
Create
Self
3) Validity: What is valid assessment? Validity is the appropriateness of the inferences, uses, and consequences that __ from the assessment.
-Soundness, Trustworthiness
-Consequences of inferences, not the __ itself
-Valid to some degree in reference to specific inferences
-Key= the impact of the assessment on student learning
-What has meaning and value within your specific situation
Result
Test
Validity
The appropriateness of the inferences, uses, and consequences that result from the assessment
How is validity determined?
By Professional Judgment.
3 Types of Evidence to make these valid judgments:
1)______
2)______
3) Consequential Evidence
Content Related Evidence
Criterion Related Evidence
Content Related Evidence
Select a sample to assess (you can't test for it all), then test it and infer (and use those results) from that sample about the entire unit.
If your sample is judged to be representative of the larger domain, than it is a content related evidence for validity.
Content Related Evidence can be appearance judged= ___ review and ____= reasonable measure based on superficial
Superficial
Face Validity
Test Blueprint (Table of Specifications)
Showed to further delineate what objectives you intend to assess and what is important from the content domain.
Blueprint= ____/outline
Goal is to systematize your judgment so you can improve the validity of the assessment.
Guideline
Instructional Validity
Match between what is taught and what is assessed (EX: How closely does the test correspond to what was taught in class?)
Criterion Related Evidence
Provide validity by relating assessment to some other valued measure that provides estimate of current performance or predicts future. Correlation coefficient principle and don't rely on a single test, do multiple.
Consequential Evidence
Evidence based on the consequences of giving an assessment and providing feedback to students is critical. Think of consequences as effects. Key for motivation and effort.
Reliability
Consistency, stability, and dependability of the scores and decisions based on the scores. All assessments have error and are never perfect.
Assessment Error:
Observed Score = True Score Error (+ _ or neutral)
Reliability is directly related to ____
Different kinds of error= EX: Sick, tired, bad mood, etc.
Both internal and external factors influence this.
Error
How is reliability determined for classroom assessments? The primary focus is on the ___. This refers directly to the notion of consistency- when responses to the same types of questions are consistent, the responses tend to be ___.

How to improve classroom assessment reliability?
-A set of guidelines is needed here
-The most important factor= have clear and specific directions for how students should answer questions and guidelines for scoring
-# of students also makes a difference- the higher= stronger reliability and so does difficulty of items
-To be most effective; use items not too easy or too ___
-Consult with other teachers
Decision
Reliable
hard
5) Fairness- A __ assessment provides all students an equal opportunity to demonstrate achievement with transparency about learning expectations and criteria judging student performance and yields unbiased scores. They are ___ and nondiscriminatory.
Fair
Unbiased
Transparency: Student Knowledge of Learning Targets and Assessment:
A fair assessment is one in which what is and is not going to be tested is ____
-Be clear about learning targets (what is to be assessed and how it will be scored)
-Both content of assessment and scoring criteria should be ____ (which means students know the content and scoring criteria before assessment and instruction)
-Go for ____ orientation= master a task rather than ____ orientation= get the grade
Clear
Transparent
Learning Goal
Performance Goal
Opportunity to learn: Provide adequate time, opportunities, and resources to learn

Prerequisite Knowledge and skills: Make sure students possess the ___ for learning

Avoiding student stereotyping:
-Stereotype= judgment about how particular groups of people will behave based on gender, race, SES, appearance
-Judge ____ on performance on assessment taken, not what others say and don't label them.
Prereqs
Only
Avoiding Bias in Assessment Tasks and Procedures:
-Bias is present if it ___ performance because of students ethnicity, gender, race, and religion.

2 Major Forms: ____ (if content offends students, occurs most when stereotypes are present, this negativity impacts performance), and ___ bias that disadvantages a student because of content that makes it more difficult for them to understand.

Teachers don't ____ produce biased assessments. Cultural backgrounds can also influence assessment. Never rely on only one method of assessment- pick carefully based on what will be the most effective and fair for all.
Distorts
Offensivness, Unfair Penalization
Deliberately
Accommodating Special Needs and ELL's: Must learn to accommodate ___ consult with ___ specialists.

A Model of Fairness in Classroom Assessment: ___ is key
Needs
ELL's
Confidentiality
6) Positive Consequences both for yourself and students.
For students: Most direct consequence of assessment= students study and learn in a way that is ___ with you assessment task. An appropriate match between learning target and task is __. Have clear consequences for student motivation. Student motivation = "a process whereby goal-directed activity is instigated and sustained"/ Involves 3 key elements:
1) ___
2) ___ to put forth effort to learn
3) putting forth continued ___ to succeed

Make tasks ___ to students
-Strengthen teacher-student relationships with specific feedback.

For Teachers: how well does your assessment promote the teaching you want and what you want your students to ____?
Consistent
Key
Goals
Commitment
Effort
Relevant
Learn
7) Alignment with standards is the degree of _____ among these different components
Agreement
For alignment, does the test content match content of standards? Align to state standards.
Refined --> depth, range, balance of knowledge and skills and format
Good --> Depth of knowledge, skills and format
Rough --> Checklist of matched content standards
Primitive --> Cursory review based on all standards

*Match to cognitive level

1) Understand ___
2) Combine with ____
3) Specify cognitive depth
4) Align with ___ and pacing guides
5_ Develop classroom assessments
6) Identify appropriate theories of ___
7) Determine ___ strategies
State Standards
Learning Targets
Curriculum
Learning
Instructional
8) Practicality and Efficiency:
_____ is limited commodity, therefore, be practical and efficient

Teaching Familiarity with the method: Need to have a good ___ of the method you select

Time required: Gather only as much info as you need. 3-___ objective items are needed to provide a reliable assessment of a concept or skill

Complexity of Administration: Make directions and procedures ___

Ease of Scoring: Scorning needs to match method and ___

Ease of Interpretation: Give lots of thought and detailed ___, plan before

Cost: Use the most ___ assessment
Time
Understanding
5
Clear
Purpose
Feedback
Economical
Chapter 4: Formative Assessment I: Gathering and Interpreting Evidence of Student Learning: Popham uses the term ______ for formative assessment to emphasize how full implementation of formative assessment can "fundamentally transform your instructional approach"
Transformative Assessment
What is Formative Assessment? The process of gathering evidence of student learning, providing feedback to students, and adjusting instructional strategies to enhance or _____ student achievement of learning .
Improve
Assessment ____ instruction. The intent is to close the "gap" between what students need to know and their current level of knowledge by establishing a path to facilitate student learning. Often the term "_____" is used rather than formative assessment because it is placed everywhere.
Forms
Assessment for Learning
The goal of formative assessment is the improvement of student _____ and _____.
To reach this goal, teachers must employ a circular, continuing process involving their evaluations of student work and behavior, ___ to students, and instructional adjustments called "____". The first step of any good assessment though begins with clear ___.
It is important that correctives contain new strategies and approaches and include a message that making errors or being wrong is part of _____.
Motivation, Learning
Feedback
Correctives
Learning Targets
Learning
Formative Assessment techniques are judged by the extent to which they are embedded within instruction and promote learning. Assessment without the use of instructional ____ is not formative.
changes
Characteristics of Formative Assessment:
____ (level) formative assessment is rudimentary or primitive (the process could be as simple as students taking a test, getting their scores back, and receiving simple feedback, with some ideas for further learning)

____ (level) formative assessment fully integrates ongoing gathering of evidence, feedback, and instructional adjustments and also includes additional characteristics that are often cited as important components.

2 other kinds of formative assessment are formal and informal:
______ assessment (ongoing, constant)- conducted in the context of day-day instruction. It occurs as learning takes place, continuously woven into instruction through teacher observation, questioning, timely feedback, and immediate instructional correctives.

______ assessment is a planned evaluation activity, such as a test, paper, or structured exercise, and results in delayed feedback and instructional correctives.
Low-Level
High-Level
Informal Formative Assessment
Formal Formative Assessment
Gathering Informal Formative Assessment Evidence:
A key element in the process of instruction is continuous monitoring by teachers to ascertain their students' reactions to instruction and students' progress toward understanding the content or accomplishing the skill. With informal formative assessment, it is critical for the teacher to use diverse ________ opportunities with a variety of tasks to provide evidence of student _____, to closely monitor student behavior, and to provide immediate, specific _____. The mainstays of informal formative assessment are teacher ____ and _____.
Learning
Understanding
Feedback
Observations, Questioning
Informal Formative Assessment Observation: No assessment activity is more pervasive for teachers than the ____ observation of student behavior. It is ____ in the sense that there is no set format or procedure, but it is not random.
Informal
Unstructured
Assessing Nonverbal Behavior:
Actions such as body language and facial expressions are called ____ because the message is communicated by something about the student other than the content of what he/she says. They help assess both meaning and ____, and these cues punctuate verbal messages in the same way that !, ?, bold, and italics make in written language. This punctuation can occur in 3 ways:

1) Confirming or ______= when nonverbal behavior is consistent with what is said verbally, the message is confirmed or repeated (EX: When Sally's answer is right, her eyes light up and her hand stretched to the ceiling)
2) Denying or ______= Nonverbal and verbal messages are often contradictory, suggesting denial or confusion. (EX:Teacher asks if class is ready to break into small groups; they say yes but look down and confused)
3) Strengthening or ______= Nonverbal behavior can punctuate what is said by adding emotional color, feelings, and intensity that strengthen or emphasize the verbal messages (EX: Teresa doesn't want the lead in the play. She doesn't just say "no", she say "NO"
Nonverbal
Emotion
Repeating
Confusing
Emphasizing
Not only are nonverbal cues the richest source of info on affect, but they are also the most stable and ____. How students say something, through their nonverbal behavior, is as important, if not more so, than ___ they say.
Consistent
What
Facial Expressions:
Are the most important source of nonverbal info because it is the primary outlet for ___. To know what to look for, it is best to focus on three areas of brows/forehead, eyes/lids/nose, and the lower face. For the purposes of teaching, you need to be especially careful to attend to facial expressions of bewilderment and ____ because they gauge student understanding and motivation. The most informative aspect of the face is the ____ and nature of eye contact because it indicates a readiness to communicate.
Eye Contact= _____
Averted Eyes= _____
Around room Eyes= _____
Emotions
Interest
Eye
Confidence
Apathy, Lack of Confidence
Lost interest/not involved
Body Language and Signals:
Like facial expressions and voice, body language, movement, and posture communicate messages. There are 4 categories of nonverbal behavior:

1) ___ is a body cue that has a direct one- or two word verbal translation. These are used to consciously communication a particle message, such as holding up your hand with your palm falling the other person ("wait"), putting your finger to your puckered lips ("quiet"), and waving toward yourself ("come over").

2) ____ is used to increase clarity and awareness and to augment what is being said. It reinforces the strength of the emotional message (EX: holding your fingers together augments "small")

3) ___ cues show emotion through the position and posture of the body and certain gestures. (EX: Student slumped over and tense is negative, while open, relaxed body is positive).

4) ____ are used to indicate the initiation, length, and termination of verbal messages. Students use these cues to inform the teacher about whether they want to initiate a response, are finished with a comment, or want to continue speaking (EX: Raise hand, eye contact, smile, head nod). These are vital for teachers as they observe students' signs about whether they understand something or are ready to move on.
Emblem
Illustrator
Affect Display
Regulators
1) ___ is a body cue that has a direct one- or two word verbal translation. These are used to consciously communication a particle message, such as holding up your hand with your palm falling the other person ("wait"), putting your finger to your puckered lips ("quiet"), and waving toward yourself ("come over").
Emblem
2) ____ is used to increase clarity and awareness and to augment what is being said. It reinforces the strength of the emotional message (EX: holding your fingers together augments "small")
Illustrator
3) ___ cues show emotion through the position and posture of the body and certain gestures. (EX: Student slumped over and tense is negative, while open, relaxed body is positive).
Affect Display
4) ____ are used to indicate the initiation, length, and termination of verbal messages. Students use these cues to inform the teacher about whether they want to initiate a response, are finished with a comment, or want to continue speaking (EX: Raise hand, eye contact, smile, head nod). These are vital for teachers as they observe students' signs about whether they understand something or are ready to move on.
Regulators
___ are hand and arm movements that individuals use to communicate. These can clarify, contradict, or replace verbal messages, and play an important role in child development. By paying attention to these, teachers are able to confirm whether students have a complete or partial ____ of something.
Gestures
Understanding
Assessing Voice-Realted Cues:
These include tone of voice, loudness, intensity, pauses, silences, voice level, inflection, word spacing, emphases, etc. The potential of voice cues to provide information about a student's level of understanding, confidence, and emotional state is exceeded ____ by facial expressions. Voice is just one of many pieces of evidence you need to consider to make an accurate ___.
Only
Assessment
______ relaxed, direct eye contact, large pupils, open legs/arms, chin up, forward position, few pauses, loud, variety in tone.
_____ tense, brows lowered, pupils contracted, rigid, tense, tapping/picking, pauses, "ah" sounds, repetition, shaky, soft, fast, quiet
_____ Brows lowered and drawn together, teeth clenched, eyes narrow, fidgety, hands clenched, head down, loud or quiet and animated
___downcast eyes, pupils contracted, eyes squinted, arms and legs crossed, leaning away, leaning head on hands, loud and animated
Confident
Nervous
Angry
Defensive
____ Looking around, relaxed, pupils contracted, slumped posture, hands to face, soft, monotone, flat
___brows together, eyes downcast, squinting, tense, tapping, picking, placing fingers or hands on each side of head, pauses, low pitch
___ smiling, smirking, relaxed, brows natural, pupils enlarged, relaxed, head nodding, leaning forward, animated, loud, fast
___ direct eye contact, brows uplifted, leaning forward, relaxed, opening arms and legs, nodding, raising hand or finger, higher pitch, fast
____ frowning, biting lower lip, squinting eyes, looking away, leaning back, arms crossed, head titled back, hand on forehead, fidgeting, scratching chin, leaning head on hands, slow pauses, "ah", "um", "well", low pitch, monotone, quiet, soft
Bored
Frustrated
Happy
Intersted
Not Understanding
Sources of Error in Informal Observation:
It is best to first learn what to look for and listen to. Next, you need to be aware of the types of errors that are possible and consciously monitor yourself so that these errors are not made. Finally, it is helpful if you are able to use a few simple procedures:
____ yourself, is the verbal message consistent with the nonverbal behavior?
Plan ___ to do informal observation while not teaching a lesson to the entire class.
____ down informal observations, your interpretations, and the action you took. These descriptions of behavior are _____ (notes)
At the end of the day, set aside a few minutes to _____ these observations.
If you are unsure of what a students nonverbal behavior may mean, check with the student during an ____ conference.
____ think about these observations in relation to student understanding.
Don't be _____ by students.
Ask
Time
Write, Anecdotal Observations
Record
Individual
Consciously
Fooled
Anecdotal Observations
Notes
Tendency to be lenient or generous
Leniency or generosity
Primacy Effects
Initial impressions have a distorting effect on later observations
Students may fake; as students become more sophisticated they develop strategies to make themselves appear to be on task
Student Faking
Recency Effect
Interpretations unduly influenced by his or her most recent observation
Hawthorne Effect
Some students get nervous or uneasy when observed by teachers
Halo Effect Errors
Assumptions that some nonverbal behavior generalizes to other areas
Observer Bias
Teachers' preconceived biases and stereotypes distort the meaning of what is observed
______ ______ is when Observations do not occur frequently enough to provide a reliable measure, or may be skipped
Biased Sampling
Informal Oral Questioning:
Along with observations, teachers rely heavily on how students answer questions to know if students understand what is presented or can perform targeted skills. Good questioning is ____.

And occurs in 4 formats:
1)_______- may be fast faced drill that is designed to cover specific knowledge.

2)______- used to promote student questioning and exchange ideas and opinions to clarify issues, promote thinking, generate ideas, or solve a problem.

3)_____- teachers ask questions as part of the presentation of material to engage students in what they are learning.

4)Teachers question students ____ and in ____ to obtain info that is specific to students, which allows them to individualize assessment and target suggested next steps.
Flexible
Whole-class/teacher led reviews of content
Discussions
Recitations
Individually, Small Groups
Questions signal to students important content to be learned and provide an opportunity for students to assess their own level of understanding in these areas. They are also used to ___ student behavior and manage the class. Most importantly, it is used to obtain information about student _____ and progress.
Control
Understanding
Characteristics of Effective Questioning:
1) State Questions _____ and succinctly so that the intent of the question is understood. Students understand the question if they know ___ they are to respond. Don't be too ____ or ask too many ____ at once. Ask brief questions that are related directly to their understanding of the task.
Clearly
How
Vague
Questions
2) Match questions with __________: The questions that you ask should reflect your learning targets, the degree of emphasis of different topics that will be assessed more formally in a unit test, and the difficulty of learning targets. These questions that assess knowledge targets often begin with what, who, where, and ___.

More time is needed to respond to ______ questions because these are divergent in that ____ than one answer can be correct. These questions involve words such as distinguish, contrast, generalize, judge, solve, compare, interpret, relate, predict. An effective approach to this reasoning is to have a _____ conversation with the student.
Learning Targets
When
Reasoning, more
One-on-one
3) Involve the Entire Class:
Make sure _____ is participating. Involvement will be enhanced if everyone's responses are ____. One technique for this is to address the class as a ___, allow them time to think about a response, and then call on specific students.
Everyone
Supported
Whole
4) Allow Sufficient Wait Time for Student Responses:
Wait longer than you think. Teachers who wait ___-___ seconds enhance the quality and quantity of student responses. Make sure the questions will engage thinking and not just recall of isolated facts.
3-5
5) Give appropriate responses to student answers:
Your responses to student answers will be very important for gathering valid information about student progress because your style and approach- the climate and pattern of interaction that is established- will affect how and if students are likely to answer your questions. Ideally, each student's response should be acknowledge with some kind of meaningful, honest ___.
Feedback
6) Avoid closed questions:
These are answered by a single response, usually ____ word. They elicit a ___ or ___ response. Replace "Is" with "___" and "how" to help.
One
Yes/No
Why
7) Use Probs to Extend Initial Answers:
Probes are specific ____ questions. Use them to better understand how students arrived at an answer, and their reasoning, such as "Why did you think that was the correct answer?" Essentially, you are asking students to extend their understanding, to think about what they have learned. When students are asked to explain their answers, their ____ improves.
Follow-Up
Learning
8) Avoid tugging, guessing, and leading questions:
These make it difficult to obtain an accurate picture of student knowledge.
____ ask students to answer more without indicating what the student should focus on. Vague, such as "Well?"
___elicit guessed answers from students
___ like rhetorical are more for the teacher to pace a lesson than for obtaining information about student knowledge. "That's right, isn't it?" is an example but should be avoided.
Tugging
Guessing
Leading
9) Avoid asking students what they think they know:
They may get embarrassed in class and say yes when they really mean no.

10) Ask questions in an appropriate sequence:
Begin with _____ questions to determine if they know enough to then ask reasoning questions.
Knowledge
_____ describe, in successive steps or building blocks, more sophisticated understandings of core concepts and principles in a domain over an extended period of time. The intent is to know and think more like experts. These steps and enabling knowledge from a coherent sequence of learning and as such can form the basis of effective questioning. These are integral to _____ assessment because they show when teachers need to be sure students understand before moving to the next step in the learning sequence.
Learning Progressions
Formative
Formal Formative Assessment:
Formal Formative Assessment is a ____ activity, usually for the entire class or groups of students, that has a specific sequence of activities. The tool used to gather this info is called ____, referring to what is administered prior to instruction. Pre-Assessments are important because they 1) help teachers identify where in learning progressions instruction should be focused, avoiding redundancy and moving students ahead.
2) can help teachers determine the appropriate level of ____ and difficulty students need to motivate them
3) helps students understand learning targets and the sequential process of learning that is needed.
Planned
Pre-assessment
Challenge
Pre-Assessment
What is given prior to instruction to gather info
Structured Exercises:
A good approach to evaluating current student knowledge and skills is to design informal, _____ that will provide you with an opportunity to observe students in the context of specific performance situations. One approach is to design an activity for __ students, and keeps these _____ which will reduce anxiety and not count for a grade.
Structured Exercises
All
Nonthreatening
Pretests:
Some teachers ask students to complete a formal pretest of the content that will be covered. The pretest would supposedly indicate what students know and don't know or what they can/cannot do. But, for these to be successful they need to be ___ and targeted to specific knowledge and skills.
Short
Homework:
The primary purpose of homework is to provide extra ___ in applying knowledge and skills. A way to extend, elaborate, and expand student learning. It can also check student learning to see if students are individually or as a group demonstrating correct performance.
Practice
In-Class Assignments:
Through these, teachers are able to obtain feedback about student learning from multiple perspectives. However, this requires close ____, frequent feedback, and opportunities for students to self-assess.
Monitoring
Quizzes and Unit Tests:
These are used for formative and summative purposes. From the formative side, these are structured procedures to check on student learning of specific skills that are part of more general goals for major units. Don't just tell them what was right or wrong, give ____ feedback.
Individualized
Classroom Response Systems:
______ uses technology for determining student understanding by having the students respond to questions on some sort of keyboard or remote transmitter. These provide teachers with whole-class responses and enhance student engagement/increased participation.
Classroom Response System.
Interim Assessments:
High-stakes accountability has led to widespread periodic testing during the school year to determine student progress toward meeting standards that will be assessed on the end of the year high stakes test. These are called _____ or ___ tests that are quarterly. They often have little feedback, and their primary purpose is _____, to document what students have learned over a 9 week period. On a positive side, they give ___ results, but students aren't generally motivated to do their best.
Interim/Benchmark Tests
Summative
Immediate
Chapter 5: Formative Assessment II: Feedback and Instructional Adjustments:
Providing Effective Feedback:
The teacher's response is called ____- providing information to the student following an assessment about his or her achievement. A primitive definition of feedback is simply confirming the correctness of an answer or action, that is, whether it is right or wrong. When feedback is presented as information that can guide the student's meaningful construction of additional knowledge and understanding, learning and intrinsic motivation are enhanced.

In order for students to benefit from this though, they need to know ___ they missed points. When the teacher tells you precisely what you did wrong, what you need to correct, how you can correct it, and how you can advance, ____ feedback has been provided.

Effective feedback, then, is more than keeping in mind a few important principles, but depends on appropriate teacher decision making and responses to students contingent on several variables. That is, it is _____- what works for one student may not be effective for another student.
Feedback
Why
Effective
Differentiated
Feedback
providing information to the student following an assessment about his or her achievement.
Effective Formative Feedback is connected to ______, actively engaging, timely, differentiated, honest, and not sugar coated. Overall, your goal is to use feedback to establish a classroom climate in which students anticipate and value feedback, where being wrong and making mistakes are viewed as opportunities, not failure, and will ask for help. But, something must happen after feedback to propel further learning.
Learning targets
Types of Feedback:
What matters most about feedback is what you __ with it.

Goal-Referenced:
Feedback that is goal referenced provides information about students' progress toward achieving a specific learning target. It is important that the targets are ___ yet attainable and that the student has an expectation that he or she can, with sufficient, moderate effort, achieve the goal. If a target is too easy and performance exceeds standards feedback can actually lower motivation and subsequent performance. Don't strive for constant student success as they learn.
Do
Challenging
Scaffolded:
Scaffolding is an approach to instruction in which the teacher provides ___ to enhance learning by breaking a task down into smaller parts and interacting with students to help them learn each part sequentially to reach a learning target. The elements of scaffolding that are important for feedback include the emphasis on manageable, sequential steps and the goal of gradually shifting responsibility from the ____ to the ____. Based on Lev Vygotsky's ______. Teachers guide students' attention by giving them ideas and directions to enhance performance without giving correct answers.
Support
Teacher, Student
ZPD
Self-Referenced:
This type of feedback compares student work or expectations with previous performance. The focus is on how work builds on or is better than ____ performance. Effort attributions are helpful because they help establish a positive self-efficacy that communicates an ability to do the work _____.
Previous
Successfully
Standards-Referenced:
Comparing student performance to identified standards of performance and exemplars is generally the most important and effective type of feedback to move students to higher learning. This type of feedback is goal referenced, with an emphasis on helping students understand how their current performance relates to criteria that demonstrate targeted learning on established _____. The emphasis is on showing students how their work compares with the criteria and standards, rather than previous work or how others performed. You can write these on a board, have exemplars of student work, and reinforce the meaning of scores and grades to make this more efficient.
Standards
Determining the Nature of Feedback:
Amount:
Feedback that is ____ and descriptive is better than general statements. However, it is possible to provide so much specific and narrow feedback that it is too overwhelming or difficult to understand. Don't be too ___ or ___. It is something in-between that can help the students to move forward. It is often also not very practical to provide specific feedback to every student.
Specific
General, Specific
Timing:
Recommended that feedback be given ___ or ____ following student performance or given as small of a delay as possible. This enables students to use the info while they have time to act on it and improve their learning. To do this, develop activities with built-in opportunities for feedback, circulate to monitor individual work, use examples of ongoing student work to show mistakes/ corrections, and use techniques during recitations to monitor the progress of all students.
During, Immediately
Mode:
3 modes of delivering feedback: Oral, Written, and Demonstration

_____-is needed when the teacher is circulating and monitoring student seat work, sees opportunities for effective feedback and then provides it.

_____- most effective when there is a need to provide specific comments for each student on completed papers, projects, tests.

_____- of correct procedures are helpful with whole classes, when many students are struggling to learn, and for psychomotor learning targets.

One isn't better than the other, and timing, specificity, and connections are more important.
Oral, Written, Demonstration
Audience:
Feedback can be given to individuals, small groups, and large groups, but it is _____ and when the same message needs conveyed to many, group feedback is effective.

Type of Task:
Feedback typically focuses on either ___ was learned or ___ it was learned. In giving feedback about what was learned, the focus is on knowledge and understanding, on content that needs to be mastered. An emphasis on how performance improved can also focus on the skills, strategies, and procedures students used as they were learning. Here, the emphasis is on procedural targets, how well they are applying specific thinking strategies or steps. When learning a complex task---> ____ feedback. ___ feedback provides cues to the student to identify the correct answer, rather than verifying the right answer.
Individualized
Delayed
Elaboration
Differentiated Formative Feedback:
Learner Level of Ability:
Higher ability---> _____ benefits more, and need to be challenged/questioned. More receptive to feedback that leads to further learning, as well as self-referenced feedback.
Lower ability ---> ____ and specific feedback through verification and elaboration. They need to know _____ how their performance relates to effort. May need instruction in self-referenced feedback first. Must be honest, but also sensitive.
Delayed Feedback
Immediate, Specifically
Grade Level:
_______ level--> immediate feedback, scaffold, check understanding of feedback, use elaborative feedback. Teacher directed.
______level --> delayed, planned, depends on student initiative/responsibility of not understanding concept
Elementary
Secondary
Subject:
______--> Clear paths of progression for learning and understanding, formative assessment is planned, delayed feedback, scaffolding here is easy, structured patterns of thinking.
_____--> Meandering, less-planned manner, focus on ideas and imagination, immediate feedback, fits nature of specific class at specific time.
Math/Science
English/Humanities
Anticipating Feedback:
Effective teachers are able to anticipate the nature of the feedback they provide. To anticipate this use three steps:
1) Understand the ______
2) Know the probable student ____
3) Establish feedback ____
Skill in anticipating/responding to student misconception is a key attribute of effective teaching, one that develops with experience and in-depth knowledge of the subject being taught. An analysis of the ____ choices is also key besides letting students know if they are correct in their answers.
Learning Target
Errors
Ideas
Wrong
What about giving praise?:
Praise can be helpful as long as it draws attention to student progress and performance in relation to standards. Praise is most effective when delivered as a ____ but accurate message, giving genuine reaction and including a specific description of the skill commended. It should be simple, direct, and in natural language without gushy language. A straightforward, declarative sentence is best. Be ____ about what you are praising and include recognition of effort. Call attention to progress/evidence of new skills, and use as ___ different phrases as you can because they pick up quickly on nonverbal messages.
Spontaneous
Specific
Many
Instructional Adjustments:
Also called instructional correctives, these will help students reach learning targets. These are needed to help them understand what is needed to close the gap between current performance and what is specified by the learning target. The _____ judgment of a teacher is used continuously. Even those who have mastered the learning target can still benefit from feedback that ___ learning.
Professional
Extends
Mastery Learning:
The goal was to change the prevailing view of education in which teaching was essentially the same for all students, resulting in variation student achievement. In mastery learning, instruction would vary to result in similar achievement. The purpose of this initial assessment was to show what students had accomplished, and what was not yet learned. Then, the instruction was designed to close this gap.
Assessment for Bloom was required to diagnose what students knew and could do, provide students with meaningful ____, and prescribe to each student individually tailored instruction until reaching master, resulting in higher overall student achievement.
Feedback
Differentiated Instruction:
Is essentially an updating of ____, incorporating new research and a more comprehensive approach to learning. It involves five elements:
1) Classroom ______
2) Curriculum
3) Assessment
4) Instruction
5) Management

The idea is that learning is maximized using ____. Teachers are encouraged to differentiate 3 key elements of instruction: Content, Process, and Products

____ refers to what parts of subject matter are emphasized
____ is concerned with how students learn and what learning strategies are used
____means how students demonstrate what they know and understand

Assessment is an ____ aspect of differentiated instruction. It occurs prior to learning in identifying students interest/prior knowledge/skills. The goal of this reassessment is to establish a baseline of info to determine which instructional activities will best match existing knowledge.
Mastery Learning
Environment
ZPD
Content
Process
Products
Ongoing
Response to Intervention:
____ integrates assessment with instructional adjustments within a multilevel prevention system. It is effective for all students, though emphasized with those who have a risk of failure. These steps provide a basis for referral to special ed services. The limitation though is that monitoring is focused mostly on progress toward learning, and does not encourage the use of a multitude of interventions for ____ situations.
RTI
Different
Learning Progressions:
These lay out how students go from point A to point B. By being aware of the steps that need to be taken, teachers are able to focus their formative assessment on these steps to inform them about further instruction. Learning Progressions are defined as
1) Descriptions of more sophisticated ways of thinking about an idea that follow one another as students learn
2) Carefully sequenced set of building blocks that students must master en route to a more distant curricular aim.

They are a ____ that provide more sophisticated ways of understanding, moving students toward "expertise" in an area.
Set of Steps
A Model of Instructional Adjustments for Formative Assessment:
Based on an initial assessment, the teacher considerers what content and process targets need attention and provide appropriate _____ to students. This results in assessment that is truly integrated with instruction and shows that both are needed to ____ student learning. Teachers can give students alternative approaches or ask them directly how they think they can obtain a better understanding.
Feedback
Maximize
Planning and Implementing Summative Assessments:
Summative assessments are used primarily to ____ student performance; it is an assessment ___ learning. Examples are tests, final tests, projects. The primary difference between summative and formative assessment is inn the use of ___.
Document, Of
Evidence
Planning Summative Assessment:
The first step in constructing summative assessment is to review what you think you want to do in light of the criteria for ensuring _____ quality assessments that were presented earlier.

Representative Sampling:
Most assessments contain items that ___ what students have learned in the larger domain of knowledge; you will not assess everything, but this small portion becomes typical of how they would respond to additional assessment of the entire unit.
High
Sample
Use Assessment Blueprint
An important step in representative sampling is preparing an assessment blueprint or ___. This is helpful because it indicates what students are responsible for ___. When assessment items are based on this outline, there is a greater likelihood that the sampling will be reasonable.

Number of items:
___-10 items are needed to assess each knowledge learning target that encompasses the unit. Make this sampling purposeful. With more specific learning targets though, as few as __ items can provide a good assessment.
Outline
Learning
5, 3
Number and Length of Assessments:
This depends on the age of students, length of class, and types of questions. Rule of thumb is that the time allocated should allow for ___ students to answer ___ questions. We do not want to use ____ (which require students to answer as quickly as possible to obtain a high score) because anxiety and test-taking skills will greatly influence these results. Many short assessments can provide the same, if not better information than a long assessment.
All, All
Speeded Tests
Grade Level:
The Age of the students matter. Kindergarten and first grade summative assessments are only 5-10 minutes, while Elementary are 15-30, and secondary are 30-___. Usually allow for at least ___ minutes.

Type of Item:
And cognitive level of thinking required to answer the question are key. Essay items require ___ time than objective items. Short answer take longer than multiple choice/ T/F. ___ here is your best guide. Some students may need 2-4 items per minute, or 2-3 minutes on one problem.
50
45
More
Experience
Use of Assessments Provided by Textbook and Test Publishers and School Districts:
Some of these items may be useful, but only if you remember a few key points:
First, you can't assume that the results will be ___ or ___. Second, a decision to use ___ type of assessment is always made ___ you have identified the learning targets that you will assess. Third, check the ____ for appropriate use with your students. They can make these tests for you, but there is no guarantee that the test items will be of high-quality, and match instruction. Use these with caution. And use as a starting point for you to prepare your own tests.
Valid, Reliable
Any, After
Language
Preparing Students for Summative Assessments:
Your objective in summative assessment s to obtain a ___ and accurate indication of student learning.

Assessment-Taking Skills and Testwiseness:
First, make sure all students have adequate assessment-taking/test-taking skills. They should be taught these skills such as paying ____ to directions, reading teaching item fully before answering, planning and outlining responses to essay questions, using clear writing for answers, pacing themselves, eliminating wrong answers, and checking responses. They should be directed to answer ___ questions. ____ is the ability to identify clues in poorly written items that make it easier to obtain the right answer. Some of these skills are grammatical clues, same words used in the stem and correct alternative, longer alternative the correct one, one alternative includes all the others, pattern of placing correct choice second or third, and use of "always" for incorrect alternatives.
Fair
Attention
All
Testwiseness
Testwiseness
Is the ability to identify clues in poorly written items that make it easier to obtain the right answer.
Item Type and Format:
Second step is to make sure students are familiar with the ___ and type of question/response that will be needed on the test. This can be accomplished by giving them practice items. Don't teach the test- using examples identical to test items. Teach __ the test, for you want to instruct students about what they will eventually be tested on. Also let them know the length of the test, and how much will count toward their grade though a ____.

Use the type of item that is best for maximizing student engagement and ___. Tell them asap after instruction when the test will be so they can prepare, and schedule wisely.
Format
To
Blueprint
Learning
Assessment Anxiety:
Needs to be avoided, but a little bit motivates/facilitates food performance.
1) Give students ____ on performance to help them realize the assessment will foster furthering learning.
2) Arrange test items from ___ to ___
3) Give plenty of ___ to complete
4) Minimize ____/interruptions
5) Avoid threatening if they do ___
6) Avoid unrealistically ___ expectations
7) Avoid negative consequences if they do ___
8) Provide ____/outline
9) Avoid walking ___ the room/ looking over shoulders
10) Avoid making ____ to other students
11) Provide optional ___
Feedback
Easy, Hard
Time
Distractions
Poorly
High
Poorly
Blueprint
Around
Comparisons
Retesting
When to Construct Summative Assessments:
Need to be planned well in ___, try creating an outline before instruction based on learning targets. Final form of the test should be developed no later than the review session, but don't finalize too soon. Allow the test and instruction to influence each other while teaching.
Advance
Putting Summative Assessment Together:
Preparing Assessment Directions:
These should include a purpose, time allowed for completing the test, basis for responding, procedures for recording answers, what to do about guessing, and how constructed-response items will be scored.

___ should be made clear well in advance. They need to know why they are taking the test.

They need to know exactly how much ___ they will have to complete.

Basis for responding simply refers to what students are to do to ___ the question, or respond. This is a simple and direct statement such as "Select the correct answer".

Let them know how to record such as circle, fill in the blank, etc. Then, explain if their is a ___ to guessing or not.

Finally, clearly indicate the basis on which you will grade __ they study.
Purpose
Time
Answer
Penalty
Before
Arranging Items:
Arranging by level of difficult has little effect on results. The most important consideration in arranging items though is item type. Keep all the times that use the ___ format together. Items answered quickly come first (such as binary), then multiple choice, and short answer. Also if possible, group according to learning targets.

Physical Layout:
Make easy to read and answer. All info needed to answer an item should be on the ___ page. Don't overcrowd one page. Finally, it should enhance scoring accuracy and efficiency. With older students, use a separate answer sheet.
Same
Same
Administering Summative Assessments:
The environment needs to be conducive to student performance. AKA sufficient light, temperate, and quiet.

Second, arrange assessment to discourage/prevent ___. To prevent this, make clear guidelines about cheating, various forms of the test, and careful monitoring.

Use of Summative Assessments:
Results need to be analyzed with other sources of data to provide evidence for validity. While-class analysis is used to understand how the students, as a group, are performing. Then you can zoom in on sub-groups.
Cheating
___ assessment is to provide feedback and correctives during instruction. It is immediate, student involved is encouraged, mastery-oriented, learning comprehension/deep understanding is emphasized, highly specific, individual oriented, and flexible
Formative
___ assessment is to document student proficiency, and occurs after instruction. The teacher plans, administers, and records performance for use, while student involvement is discouraged. The motivation is extrinsic/performance-oriented, learning knowledge/comprehension/application is emphasized. Level of specificity is general/group oriented, and the structure is very rigid/formal.
Summative
What is the difference between a test and an assessment?
A test = paper, pencil, see what they know
An assessment= what you should do (observation, project, etc.). Use it to track learning, it tells where you need to go and needs to be meaningful.
What are alternative assessments? List some pros and cons.
Exit slips, observations (formal/informal), projects/activities, discussions

Pros
Differentiation, every student learns differently

Cons
Ton of work, planning, creating, grading
How is validity proved in an assessment content?
Results should be on a bell curve
Use multiple assessments to show same results (Give quiz, project, journal all over same content, and if the average is a C then it is valid.
What external pressures will you have to face? Not the ones from students. And how will you react to each one?
SS-
ST-
Parents issues
Grade card
State standards- Stay positive, you can do this, calm, reassure them the standards were taught, and that you aren't teaching to a test

Standardized Test- Same as SS

Parents issues about grades- Stay happy tone, positive perspective, set-up meeting with principle if doesn't work

Public grade cards for schools-Explain that these don't reflect you directly, they don't matter a lot
Who writes the goals for your classroom?
You do, but the students are involved. You have main ones, but they can have some ownership and create as a class. Will help them try.
Don't teach to the ___.
Test
What is a learning target?
What the student should be able to do (how they learn it)
What is a standard?
Requirement of the state for a teacher
How is thinking different than reasoning?
Thinking- surface level, easy
Reasoning, Deep processing, lots of effort, think a lot
Constructing knowledge is how you learn... this is _____
Reasoning
How do you ensure that your assessment is fair for all students?
Test over what you have taught and students have learned
Give accommodations/modifications/different test for those who need it
Be consistent
Avoid Bias
How do you make sure you don't use bias on students?
Judge them only on the work they have done and not talk about them
-Use rubrics and stay consistent
-Don't look at their name at the top of the paper
THIS SET IS OFTEN IN FOLDERS WITH...