Assessment Made Simple

1. Assessment Made Simple Assessment practices that keep the hair loss at a minimum!

2. Today’s Learning Targets • I can use current resources for summative assessment. • I can us various testing methods with my students. • I can clearly assess my specific standards.

3. What is assessment?How do you feel about your current practices? Take the next 5 minutes to fill out the survey on your table. We will share these results with a partner.

4. Share your survey results with your word partner

5. Types of Assessment Formative Summative Assessment OF learning Is done after the learning process • Assessment FOR learning • Can be done before or anytime throughout the learning process

6. First I ask myself Is it clear and bias free? What information is it providing you? Is it an appropriate length? What standards are covered specifically by each question? Are ALL of these questions over material that should be mastered? Is the biblical principle on the assessment? How could it be improved? Assessments must be meaningful and precise to be effective.

7. Assessing Specific Standards K.CC.2 1.A.3b 7.C.2d

8. Assessing Specifics-Using my standards to assess. • Sometimes we are teaching with materials that have every assessment tied to the standard and it is clearly marked, but it is rare to have those materials in each subject, if at all. Often, in smaller schools we are creating much of our own materials or challenged to use older texts and match them up with newer standards. • What may start as frustration can be changed into usable data with some tracking and aligning. It is time consuming, but the end result is well worth it!

9. Using My Standards with a CURRENT exam or assignment • Jill is a third grade teacher and she is giving a chapter math exam. The expectation of her school is that she grade the exam and give a percentile grade for the exam and put it in the grade book. Jill, however, is worried that some students may be falling through the cracks and that some of the concepts may not be mastered by many students in the class. Take a look at the exam and the listed student scores. Can those percentages alone help Jill answer her concerns? • In order to make this test more usable for Jill, determine which math standard is being tested in each question. • Now take a look at the list of specific student answers. What can you now tell about the individual students that was not apparent before?

10. Student Results • The test is out of a total of 16 points. • # 5a is worth 2 points • #6 <15 is 0pts, 16-29 is 1pt, 30-35 is 2 pts and is mastery, 36-40 is 3pts and a bonus. • Abe 69% • Bethany 81% • Carlos 88% • Danielle 81%

11. Student Results by Question • Abe 1 2 3a 3b 3c 4a 4b 4c 4d 5a 5b 5c 5d 6 (2pts) • Bethany 1 2 3a 3b 3c 4a 4b 4c 4d 5a 5b 5c 5d 6 (2pts) • Carlos 1 2 3a 3b 3c 4a 4b 4c 4d 5a 5b 5c 5d 6 (0pts) • Danielle 1 2 3a 3b 3c 4a 4b 4c 4d 5a 5b 5c 5d 6 (3pts)

12. Keeping Track is Hard to do!

13. To make life easier • write the standards on the top of each test before copying it or giving it out. • With older students tie your learning targets to sections of the test. • If possible, put questions using the same standard together.

17. Making Assessment Fun!

18. Creative Assessing Make it a game. Use specific centers. Give a summative project. Use existing assignments. Sneak it into morning meetings. Trust what you observe and use student self-assessent!