Assessment Synthesis...

What is Assessment: our working definition?  

o   We know assessment is complex & ongoing!

o   We know assessment is for learning and of learning.

o   We can draw a conclusion that assessment for many users is communication about learning.  

o   We know that assessment in many forms is like a picture. It's a snapshot of student progress in one instance. 

o   We know assessment raises as many questions as it answers.

o   We know that multiple snapshots of learning can make a summative report. 

o   We know that the snapshots of learning we take, need evaluation for reliability/validity.  (questions like, does this _______(test, rubric, grade) show what I the teacher/student have seen demonstrated in real life about the learning target?) 

o   We know that assessment is recording, noting or showcasing student learning for several audiences. 

o   We know assessment is ongoing, formative, and summative.

o   We know that students are the most important users of assessment results.  

o   We know that students should be involved in their own assessment for learning. 

o   We know that assessment data is for teachers (for planning, sharing, reporting). 

o   We know that assessment is also for the principal, the district, the state, and PARENTS! 

o   We know that we need to collect required assessment data and be able to prove/support the assessment information we communicate with others.  

o   We know that from a teacher and student stance, assessment starts with a clear learning target or an I can statement. 

o   We know assessment has many different types or methods of assessment. 

o   We know what those types are.  (listed below)

o   We know which types communicate or gather which types of data 

·         some are formal, some informal, some are for learning, some are of learning, some are easily shared, some are for the students/teachers, some work for lower level learning, some for higher level learning, some for both, some are easy to develop, some require a lot of thinking, planning, and even analysis/

o    We know students need to be involved, and need to self-assess.

o    We know parents need communication and input into their students learning, his/her goals, and also their social skills. 

 We are thinking through- which assessment I should use for:

• each content area
• to show different types of learning
• the pros/cons and limitations of each type.  
• how do I choose assessments for  my unit?  
• how do I use my learning targets to create assessments? 
• how do I know which types of assessment I should document? 
• Which of those types go in the gradebook?
• Which of those grades are shared with students? parents? etc.
• Where to find these tools, how to create them, or adapt them.  

But we know the guiding principle, the magic key, the way to make these decisions is to:

• Starts with the learning target/goals and PLAN to measure those. 
• Starts with the academic language/vocabulary we've taught to adapt/create or revise any formal assessments we want to use.
• Teachers determine when and what to assess. 
• Assessment is not a surprise for students and there are no excuses for not knowing what you should know. Students should have been taught, had opportunity to practice, and when possible assessment is given/taken when the majority of the students will succeed.   

We still need to know a few strategies on grades/report cards, and how to accommodate/modify assessments, as well as the joy/work of assessment data for classroom or behavior management.  

Because of what we KNOW about assessment, we also know as pedagogically sound educators that assessment will include or even be:

• Designed to follow the learning targets.
• Clear statements, questions, shared in the same academic language taught with appropriate visuals, supports to show the skill or concept of the target is known. (not testing reading skills on a social studies test, not asking about money with only # with a 2^nd grader.)
• Measured in different intelligences.
• Measurement of all the levels of blooms taxonomy, although often the 'report' is a foundational concept or skill for this age/grade level competency. 
• Varied. To get a clear 'video' we need many snaphots/pictures of student learning and put together we have reliable data to share. 
• Varied. A test, a rubric, some performance assessment, supported by or with portfolios, journals, conferences, and goal setting by the student and the teacher!

Types of Assessment

1.      Testing (Selected Response, Extended Response)

2.      Performance Assessment (rubrics)

3.      Communication …(oral, written) feedback, personal communication,  instructional Q/A , conferences/interviews  (student led, parent involved, teacher led, growth, goal,...), discussion, oral exams, journals/logs

4.      Conferencing/Portfolios

Conferences: feedback, goal, intervention, growth, achievement,

Portfolios: Project, growth, achievement, competence, celebration, working folder)

5.      Report cards/grading

A.  What's a good, fair, fun assessment?
B.  How do I know which type of assessment to use for this lesson? and what options are out there for assessment? and how do I make sure it's student appropriate, and they are ready?
C.  How often do I need to assess?
D.  How can I efficiently find, create, or develop appropriate assessments that are valid, reliable tools?  
E.   How can I make assessment fun for me, students and celebrate their learning?