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-approach to curriculum that minimizes barriers and maximizes opportunities for learning
-provides genuine learning opportunities for every student based on strengths, weaknesses, interests, etc.
-design to the edges and you fit the needs for everyone
-What is my goal?
-What barriers in the classroom might prevent my diverse students from reaching those goals?

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Authentic Assessment: An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.
-uses backward planning
-students do the task rather than answering questions about it

Formative Assessment: systematic process to continuously gather evidence about learning.
-throughout instructions
-low stakes (thumbs up/down, brainstorming)

Summative Assessments: measure long-term learning goals
-examples: midterm, final, unit test, projects

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Components:
1. Mastery Experiences

The first and foremost source of self-efficacy is through mastery experiences. However nothing is more powerful than having a direct experience of mastery to increase self-efficacy. Having a success, for example in mastering a task or controlling an environment, will build self- belief in that area whereas a failure will undermine that efficacy belief. To have a resilient sense of self-efficacy requires experience in overcoming obstacles through effort and perseverance.

2. Vicarious Experiences

The second source of self-efficacy comes from our observation of people around us, especially people we consider as role models. Seeing people similar to ourselves succeed by their sustained effort raises our beliefs that we too possess the capabilities to master the activities needed for success in that area.

3. Verbal Persuasion

Influential people in our lives such as parents, teachers, managers or coaches can strengthen our beliefs that we have what it takes to succeed. Being persuaded that we possess the capabilities to master certain activities means that we are more likely to put in the effort and sustain it when problems arise.

4. Emotional & Physiological States

The state you’re in will influence how you judge your self-efficacy. Depression, for example, can dampen confidence in our capabilities. Stress reactions or tension are interpreted as signs of vulnerability to poor performance whereas positive emotions can boost our confidence in our skills.

5. Imaginal Experiences

Psychologist James Maddux has suggested a fifth route to self-efficacy through “imaginal experiences”, the art of

visualizing yourself behaving effectively or successfully in a given situation.

Writing Self Evaluation Questions:
1. Determine Student’s strengths and weaknesses in a topic.

2. Ask students how they feel their teachers, family members, and parents feel about them.
3. Ask the students how they view their abilities compared to peers in their class.
4. Discover their emotional feelings in regard topic.

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Note: you don't have to go in order through the levels

If you spend too much time in Level 1, try asking "Why?" to get students thinking

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Used to understand standard scores (compare one student to others in the same grade)
Mean: middle score, Standard score 100, standard deviation of 15
Scaled scores are standard scores that have a Mean of 10 and a standard deviation of 3

Standard Deviation of ± 3.

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RTI: Response to Intervention
CBM: Curriculum based measurement; a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling.
Progress Monitoring: Simply put, progress monitoring allows educators to measure student performance throughout the year. Used for at risk students
Norm-referenced evaluation: gives team information to assist in placement decisions
Cognitive tests: identify processing strengths and weaknesses
Achievement tests: assess skill development in academic areas
Patterns of Strengths and Weaknesses (PSW): compare scores to areas of relative weaknesses in achievement; determines if students need special education services
Behavior Intervention Plan (BIP): A plan designed to increase positive behaviors and decrease negative behaviors before these become problematic

Functional Behavior Assessment (FBA): multi-component assessment to determine purpose of behavior

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Resources
https://edulastic.com/blog/diagnostic-assessment/

Information
Three options for setting goals:

1.End-of-year benchmarking

2.National norms for weekly rate of improvement (slope)

3.Intra-individual framework (Tertiary)

At least monthly

Ways to make decisions
4 point method
If three weeks of instruction have occurred AND at least six data points have been collected, examine the four most recent data points.

•If all four are above goal line, increase goal.

•If all four are below goal line, make an instructional change.

•If the four data points are both above and below the goal line, keep collecting data until trend line rule or four- point rule can be applied.
Based on trend line
If the student’s trend line is steeper than the goal line, the student’s end-of-year performance goal needs to be increased.

If the student’s trend line is flatter than the goal line, the teacher needs to revise the instructional program.

If the student’s trend line and goal line are the same, no changes need to be made.

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Diagnostic assessments are pretests. They usually serve as a barometer for how much pre-loaded information a student has about a topic. The word diagnosis is defined as an analysis of the nature or condition of a situation, which is exactly how teachers tend to use them.

Diagnostic tests help to tell the teacher (and the student) how much they know and don't know about an upcoming topic. This helps to inform the teacher's lesson planning, learning objectives, and identify areas that may need more or less time spent on.

Components of a Diagnostic Assessment

Happen at the beginning of a unit, lesson, quarter, or period of time.

Goal of understanding student's current position to inform effective instruction

Identify strengths and areas of improvement for the student

Low-stakes assessments (Usually do not count as a grade)

Difference Between Diagnostic and Formative Assessments

Though both diagnostic assessments and formative assessments aim to inform teachers to instruct more effectively, they emphasize different aspects. Formative assessments are taken during a unit to assess how students are learning the material that the teacher has been teaching ( click here to learn more). Diagnostic assessments come before this, analyzing what students have learned in the past, many times from different teachers or classes. Both are very helpful for the teacher, and the results are used to identify areas that need more attention in future instruction.

Diagnostic Assessments Examples

At the beginning of a unit on Ancient Greece, a teacher may give a pre-test to determine if the class knows the basic geography, history or culture. The class' responses will determine where the teacher begins and how much time is dedicated to certain topics. The teacher may learn from this diagnostic assessment that many students already have knowledge on cultural aspects of Greece, but know little about its history. From this, they may adjust the lesson plan to spend a bit more time on the history and origins of Ancient Greece and slightly less on culture.

Keep In Mind

Another valuable use of a diagnostic pre-test is to give the students an idea of what they will have learned by end of the learning period. When combined with a post test, their score on a pre-test will show students just how much knowledge they have gained. This can be a powerful practice for building esteem in students. In fact, some teachers even use the same pre-test and post-test to make this difference more evident. This strategy provides great data on how students have progressed is a sure-tell way to measure and analyze growth over the year.

The grading scale for a diagnostic assessment is usually not based on the number of correct answers and holds little weight for a student's final grade. You might consider this type of test to be a low-stakes assessment for students.

Diagnostic Assessment Tools

Teachers use Edulastic to find or develop diagnostic assessments in a number of creative ways. Some teachers set up diagnostics in the form of introductory activities, classic multiple-choice assessments, or tech-enhanced "quizzes". The automated grading feature of Edulastic makes it easy to instantly know how much information the class as a whole already knows.

Love using @Edulastic to help prepare for online assessments during a review lesson! pic.twitter.com/hhu8s0HqJM

- Mrs Bell (@MrsBellWHS) December 7, 2017

Diagnostic assessments happen at the start to gauge pre-knowledge.

Access Free Diagnostic Assessments

Start off the year strong and know where student are at when they begin the school year. Access FREE grade level SmartStart diagnostic assessments for grades 3-12 ELA and Math. Click here to learn more or use the button below to log in and explore these diagnostic assessments and more in the Edulastic Test Library.

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A diagnostic assessment is a pre-test or barometer for how much information a student already knows about a topic. Read on to learn more.

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Tier 1: High-Quality Instruction and Proactive Assessment

https://prodigygame.com/blog/inquiry-based-learning-definition-benefits-strategies/

https://prodigygame.com/blog/experiential-learning-activities/

https://prodigygame.com/blog/advantages-disadvantages-problem-based-learning/

http://mentalfloss.com/article/75699/what-imposter-syndrome-and-what-can-you-do-about-it

Tier 2: Targeted Intervention

https://www.amazon.ca/Problem-Approach-Mathematics-Elementary-Teachers/dp/0321756665

Tier 3: Intensive Intervention and Evaluation

Resources:
https://www.schools.utah.gov/curr/umtss?mid=923&tid=1
https://www.pbisworld.com/

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Make math learning fun and effective with Prodigy Math Game. Free for students, parents and educators. Sign up today!

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https://www.nctq.org/dmsView/Three_Parts_of_an_SLO_-_SLOHandbook_aspx