Table of Contents

2. Table of Contents You may browse through this book by using the arrows at the bottom of the page, or by clicking on a specific link. • Summative Assessments • Formative Assessment • Why Teachers Use Assessments • Definitions Right-click Full Screen Esc to end

4. Summative Assessments • are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments: • State assessments • District benchmark or interim assessments • End-of-unit or chapter tests • End-of-term or semester exams • Ex. Scores that are used for accountability for schools (AYP) and students (report card grades). • K – 6 Trophies Series Assessments(story and theme) • ELA Tests 4-8 • DIBELS • Final Exams • Multiple Choice/Short Answer/Essay • Oral Fluency Assessments • Phonemic Awareness Inventory • Sight Word Assessment • Report Cards Table of Contents

6. Formative Assessment • is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. • Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations. • Observations • Questions Strategies • Self and Peer Assessment • Student Record Keeping •  Ex. • Running Records • Cloze Passages • Literal Questions • Interpretative Questioning • Print Conventions • Connections: Text to Self/Text/World • Story Maps/Literary Elements • Literature Circles Table of Contents

8. Why Teachers Use Assessments • Gather information for the purpose of planning • effective instruction • 2.To know what content to teach next • 3.Locate strengths and weaknesses of the students • 4.Monitor student progress in lessons • 5.Use information to create and adjust lessons • 6.Find out if students need extra services • 7.Do not simply look at the Teacher’s Manual- • look at your students! • Every lesson, every day, every unit should be • an assessment sandwich: • *Assess, Teach to the Target, Assess* Table of Contents

10. Definitions Running Record: Running records are a quick assessment tool used by teachers to evaluate students' reading and comprehension. They are used to help find students' reading levels, check their fluency, and find weaknesses in comprehension. Fluency: Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. DIBELS:Stands for Dynamic Indicators of Basic Early Literacy Skills. It is an assessment system designed to assess all students’ progress. Students are tested 3 times a year. Classroom teachers utilize progress monitoring throughout the year. DIBELS measures- ·Letter Naming Fluency ·Initial Sound Fluency ·Phoneme Segmentation Fluency ·Nonsense Words Fluency ·Oral Reading Fluency Table of Contents Home Page

12. Table of Contents You may browse through this book by using the arrows at the bottom of the page, or by clicking on a specific link. • Summative Assessments • Formative Assessment • Why Teachers Use Assessments • Definitions

14. Summative Assessments • are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments: • State assessments • District benchmark or interim assessments • End-of-unit or chapter tests • End-of-term or semester exams • Ex. Scores that are used for accountability for schools (AYP) and students (report card grades). • K – 6 Trophies Series Assessments(story and theme) • ELA Tests 4-8 • DIBELS • Final Exams • Multiple Choice/Short Answer/Essay • Oral Fluency Assessments • Phonemic Awareness Inventory • Sight Word Assessment • Report Cards Table of Contents

16. Formative Assessment • is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. • Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations. • Observations • Questions Strategies • Self and Peer Assessment • Student Record Keeping •  Ex. • Running Records • Cloze Passages • Literal Questions • Interpretative Questioning • Print Conventions • Connections: Text to Self/Text/World • Story Maps/Literary Elements • Literature Circles Table of Contents

18. Why Teachers Use Assessments • Gather information for the purpose of planning • effective instruction • 2.To know what content to teach next • 3.Locate strengths and weaknesses of the students • 4.Monitor student progress in lessons • 5.Use information to create and adjust lessons • 6.Find out if students need extra services • 7.Do not simply look at the Teacher’s Manual- • look at your students! • Every lesson, every day, every unit should be • an assessment sandwich: • *Assess, Teach to the Target, Assess* Table of Contents