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Example: Map Growth

EIAA gives our MAP Growth assessment 3 times a year (Fall, Winter, Spring) for our 1st-8th students. Kindergarten takes MAP twice, once during the winter and once during the spring. We use our MAP scores to predict where students will score on the SBAC assessment at the end of the year. We use MAP as a midpoint for which students need additional supports and in which areas.

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Example: Student self assessment rubric

Classroom Assessments can fall in all three categories AS, FOR, and OF. Classroom Assessments are used in a variety of ways and should be created for a specific purpose. In the case of Student self assessment rubric, the assessment would be an Assessment AS learning.

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Example: Formative Assessment moving into a unit to help drive instruction

Classroom Assessments can fall in all three categories AS, FOR, and OF. Classroom Assessments are used in a variety of ways and should be created for a specific purpose. In the case of a formative assessment, the assessment is used to guide future learning or is an Assessment FOR Learning.

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Example: End of unit assessment or summative assessment

Classroom Assessments can fall in all three categories AS, FOR, and OF. Classroom Assessments are used in a variety of ways and should be created for a specific purpose. In the case of an end of unit assessment, the assessments intent is to assess students understanding of the learning that occurred or Assessment OF Learning.

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Example: student self assessment rubric

Just like with classroom assessments, Common Assessments are typically classroom assessments used by a grade level or multiple classes. Common assessments are built by a team but can have different purposes.

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Example: Formative Assessment moving into a unit to help drive instruction

Just like with classroom assessments, Common Assessments are typically classroom assessments used by a grade level or multiple classes. Common assessments are built by a team but can have different purposes.

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Example: End of unit assessment or summative assessment

Just like with classroom assessments, Common Assessments are typically classroom assessments used by a grade level or multiple classes. Common assessments are built by a team but can have different purposes.

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Example: SBAC / WIDA

Criterion Referenced Test are usually state tests that are used so the state can gauge the learning that has already occured within the students in the state. These assessments are created and based on criteria such as standards.

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Example: I-ready or DRA
A measure whose results pinpoint the extent of mastery of specific skills

This can be an Assessment FOR and OF learning. As a FOR learning assessment we use diagnostic assessments to help decide where to go next.

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Example: I-ready or DRA
A measure whose results pinpoint the extent of mastery of specific skills

This can be an Assessment FOR and OF learning. As a OF learning assessment we use diagnostic assessments to help show growth or the lack of growth from the previous diagnostic assessment. This shows us a benchmark of what learning has happened with the interventions we have applied.

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I think I am unfamiliar with what they mean by formal assessment. At first I was thinking Formal like a state test but when I think of Formal Formative comes to mind. The definition says Data collected with a set plan in mind. I think if you already have a plan in place and it is set what is the point in assessing. I googled it and am not getting a straight definition of what this can mean. I am putting this under Unsure.

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Example: Running Records, observations, exit tickets...

We use formative assessments to inform us as educators where our students are so we know where to go next or to ensure our current plan is heading in the right direction.

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Example: SBAC
A test with results that have consequences for students, teachers, schools, or districts.

This is our state test we take every year to prove to everyone that we are doing our jobs as educators and our students are growing. These are not the best assessments for planning instruction because the data we receive is not in depth with detail and the lag time from when our kids take the test until we get the results makes it hard to use as a FOR learning tool.

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Example: I am guessing any formative assessment

I am assuming these are talking about formative assessments. Assessments we use as educators to make decisions but are not factored into grades or used formally. I would assume this would go under FOR or AS learning but just like formal I am not sure especially by the definition what they mean. Data collected without any specific planning.

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Example: Running records, observations, exit tickets... Again I think this is also called formative assessment

We use instructional data all day long everyday when we are working with our students. This can be from a simple silent thumbs up or a give me 1,2,3 up to a written exit ticket or practice set.

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Example: I-ready, MAP, DRA

This can be an assessment FOR and OF learning. We use our interim assessments to show growth or the lack of for the teaching that has taken place but also a point to direct where we go in the future.

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Example: I-ready, MAP, DRA

This can be an assessment FOR and OF learning. We use our interim assessments to show growth or the lack of for the teaching that has taken place but also a point to direct where we go in the future.

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Example: State assessments such as SBAC

These are assessments used by the state and schools to show what the students have already learned. These are assessments OF learning.

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Example: MAP
A test that compares scores of a selected group of student who have taken the test and are typically of the same age or grade with those of the test taker.

This is primarily used as an OF learning assessment but we do you these results as a piece of information to help provide interventions to our kids or as a FOR learning tool.

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Example: MAP
A test that compares scores of a selected group of student who have taken the test and are typically of the same age or grade with those of the test taker.

This is primarily used as an OF learning assessment but we do you these results as a piece of information to help provide interventions to our kids or as a FOR learning tool.

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Example: Creating models, Speaking, Debates Presentations...

The act of grading it using a rubric would be an OF learning Assessment. However the process and performance can be used as a FOR learning tool to provide feedback for further instruction and or performance.

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Example: Creating models, Speaking, Debates Presentations...

The act of grading it using a rubric would be an OF learning Assessment. However the process and performance can be used as a FOR learning tool to provide feedback for further instruction and or performance.

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Example: MAP

This is an assessment OF learning to see where everyone stands on the learning they have done. We do try to use these results depending on detail as a piece of information to help design interventions which would be FOR learning. Depends on detail of data and lag time between taking Assessment and receiving the results.

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Example: MAP

This is an assessment OF learning to see where everyone stands on the learning they have done.  We do try to use these results depending on detail as a piece of information to help design interventions which would be FOR learning. Depends on detail of data and lag time between taking Assessment and receiving the results.

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Example: End of Unit Test, Performance assessment graded with a rubric
Typically used for grades

We typically use our summative assessments towards grades to show we have provided instruction and interventions and after that this is what the student understands compared to the success criteria or rubric given.

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Any assessment can be used as and AS assessment as long as the student is owning that data, tracking that data, and is internalizing that data and their growth. Our students have leadership binders where they use many assessments and data points to set goals from and self track and assess along their learning experience.