Balanced assessment in the classroom
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Balanced Assessment in the Classroom. Balanced Assessment. Learning Objectives will answer the following essential questions : What is balanced assessment ? Why is balanced assessment necessary ? What is the difference between Formative and Summative Assessments ?.

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Balanced Assessment in the Classroom


Balanced Assessment

Learning Objectives will answer the following essential questions:

  • What is balanced assessment?

  • Whyis balanced assessment necessary?

  • What is the difference between Formative and Summative Assessments?


Assessments have various purposes, provide answers to different questions, address different users, and have varying implications for an assessment system.


Formative Assessments

Summative Assessment

Assessment FOR Learning

BenchmarkAssessments

Assessment OF Learning

Formative Classroom Assessments FOR Learning


What is a balanced assessment system?

“A balanced assessment system is a set of interacting assessments focused on serving the needs of different consumers of assessment information for the common purpose of improving education.”

-Pearson


Why is Balanced Assessment important?

A balanced assessment system is important to determine if a student is benefitting from the instruction and what changes might be needed to enhance his or her education.


A balanced assessment system helps answer these four questions:

  • What do we expect all students to be able to know and do?

  • How do we know if students are meeting the expectations?

  • What do we do if students are not meeting expectations?

  • What do we do if students exceed expectations?

    • (DuFour, 1998)


Balanced Assessment

Types of Assessment:

Formative

and

Summative


Formative Assessment

What is Formative Assessment?


Formative Assessment

Formative assessment is a process used byteachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes. (FAST SCASS, October 2006)


Formative Assessment

  • occurs moment-to-moment as part of instruction

  • is used frequently by teachers and students and is embedded in the current unit of instruction

  • are small scale, short cycle assessments given in the classroom to diagnose where students are in their learning

    ASSESSMENT FORLEARNING--Stiggins, Arter, Chauppuisand Chauppuis, 2006


Uses of Formative Assessment

  • Guide student learning on a dailybasis by providing information about what critical skills were and were not learned

  • Provide extra learning opportunities to students who are struggling academically

  • Report student progress to students, parents, and other educators


The Formative Assessment Process


Formative Assessment Process

ETS, 2009


Formative and summative assessment are interconnected.

The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response.

It is widely argued that formative assessmenthas the greatest impacton learning and achievement.


School Improvement

  • Assessment for learning, when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of. Educators collectively become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement.

    Michael Fullan


Assessment

FORMATIVE is for learning

Taken at varying intervals to provide information and feedback that will help improve

  • the quality of student learning

  • the quality of the instruction

SUMMATIVE

is an assessment oflearning

Taken by students at the end of a unit or semesterto demonstrate the "sum" of what they have or have not learned.

Must be reliable, valid, and

free of bias


Forms of Summative Assessment

Performance Assessment

Portfolio

Traditional Tests


Summative Assessment

Evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Examples:

Performance Assessment

final project

senior recital

Portfolio

a research paper

Traditional Tests

mid-term/final exam


FormativeAssessment Techniques and Tools

Exit pass

Extended wait time

Find the errors and fix them

Generating test items

Group-based end-of-topic questions

Group-based test prep

Hand signals

Hot-seat questioning

Journal entry

If you did know what would you say?

If you don’t know, I’ll come back to you

If you have learned it, help someone who hasn’t

Index card summaries/questions

I-you-we checklists

Learning logs

Learning portfolios

Mini white boards

Observation

One sentence summary

One word summary

Oral questioning and interviews

Popsicle sticks

Practice Presentations

Questionnaires

Self/peer assessment

Ranking exemplars

Think-pair-share

Two stars and a wish

What did we learn today?


Rick Stiggins

“If we wish to maximize student achievement in the U.S., we must pay greater attention to the improvement of classroom assessment. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not.”


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