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Careful consultation of each IEP in the classroom in order to make informed instruction and assessment decisions in order to give each student opportunities for successful learning.

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Criterion-based
Norm-referenced
Numerical Rating Scales
Rubric
Constructed Response: Short answer, long answer and essay.
Selected-response
Alternative-response
Portfolio (working, display or summative)
Performance

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Opportunities to individualize assessment when the C.E.'s are in the grade book instead of specific assignments.

Students have multiple opportunities and a variety of formats to reach C.E.'s and the assessment of competency/mastery in these C.E.'s is continually assessed throughout the term.

This premise means students will be completing a different number and different types of assessments to prove their learning.

Conversation/conferencing plays a large role as well as anecdotal records and embedded self-assessment.

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FOR: Diagnostic and/or Formative

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Formative

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OF: Summative

Evaluation is figuring out what the assessment information actually MEANS. Applying a metric to student learning, measuring it and making it public to the student. It is a collection of data on student performance.

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We have a starting point:
diagnostic assessment
We have an end point:
curriculum expectation (C.E.)

The question is how we get there?
- Each lesson must have an outcome that works towards these C.E.'s.
- We as teachers must be able to articulate how we tie our lesson planning with our assessment of these outcomes and expectations.

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- What is good for the goose is good for the gander-

Introducing variation in assessment not only allows you to account for exceptionalities it also opens the doors for different strengths to show and

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The terms 'FOR', 'AS' and 'OF' as well as 'diagnostic', 'formative' and 'summative' are often misused, commonly misunderstood and there seems to be a great deal of difficulty surrounding these concepts.