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Checking for student understanding.

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Used to change / adjust / redirect instruction stream

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Can inform future instruction (future classes/students).

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Can be informal.
Can inform present instructions.
Goal-informed thinking: how to close the gap between current levels of understanding and the end-goal.

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Jami, Mary Jane, Mary Margaret, Kristen, Kelly

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Jami, Mary Jane, Mary Margaret, Kristen, Kelly

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tests, provide feedback, measure performance, have learning targets, variety of modes of measurement, given in a timely manner, have learning targets, need clear measurable guidelines,

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Can both be formal.
Grades do not define students in terms of how smart they are or who they are as people.

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"For Learning"

Before/During

"Forming"

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Jami, Mary Margaret, Mary Jane, Kristen, Kelly

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Jami, Mary Margaret, Mary Jane, Kristen, Kelly

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Provides the key to additional resources based on above or below average performance, end, verifies learning, formal, summative can become formative based on performance, used to evaluate rather than to shape learning

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-on-going
-FOR learning
-before, beginning and end
-informal and formal
-observations!

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Both are used for benchmarks

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Observations, exit tickets, and self-assessments arre examples

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-cumulative
-OF learning
-more formal
-tangible, data point for outside resources

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"After"

"The End"

"OF Learning

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Jami, Mary Margaret, Mary Jane, Kelly, Kristen

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Jami, Mary Margaret, Mary Jane, Kelly, Kristen

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ongoing, supports learning, informal, allows students to improve performance, part of the learning process, guides learning, used to shape learning rather than to evaluate learning

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Summative (Megan, Chelsea, Jill, Makayla)

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Summative (Megan, Chelsea, Jill, Makayla)

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tests, state tests, book reports, photo album, reflections.

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Assess learning and understanding

Identify strengths and weaknesses

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Higher frequency of use, can appear less formally than summative, takes up a greater portion of class time (read: more important ;) ).

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Ongoing, informal "check-ups" for learning

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-supports growth
-reflection of learning
-gauges student learning
-feedback

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Mary Margaret, Mary Jane, Jami, Kelly, Kristen

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Mary Margaret, Mary Jane, Jami, Kelly, Kristen

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5 keys to quality classroom assessment!

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student understanding, feedback, good information for the teacher to see if the students are understanding

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"... an essential part of our classroom assessment job is to keep students in touch with their progress as learners in ways that keep them believing in themselves as learners so they will keep trying" (p. 9).

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More qualitative in that the data is very valuable and differentiated, not necessarily reportable in a standardized way

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More quantitative in nature due to it's tendency to formality and a need to translate understandings into something measurable and reportable