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Assessment in the Classroom

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Rebecca Talbott

on 5 April 2016

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Transcript of Assessment in the Classroom

Assessment in the Classroom
1. Get into the following groups:
Group 1: Hannah, Sara, Marcus, Mariel, Lauren B.

Group 2: Amanda, Jasmine, Jordan

Group 3: Carlyn, Karla

Group 4: Emma, Lauren L., Marie, Taylor P. Victoria

Group 5: Brianna, Chelsea, Emily, Hope, Taylor J.

Group 6: Melissa, Sarah, Stacey, Kelsey, Andrea
2. Get the following resources for your group:
1. pen/pencil and paper for each person

2. post-it notes (see me)

3. two laptops per group**

**If you are in groups 5 or 6, you will need a laptop for each person.
3. Complete the following steps:
1. Turn on and log on to the computer.

2. Open the curriculum guide that you used for your unit plan (download from the wiki or get from your flashdrive).

3. Locate the beginning of your unit.

4. Wait for further directions.
4. Determine who will do the following:
someone to look through the curriculum guide on the laptop

someone to record information on the post-it notes and paper

someone to post the notes on the appropriate sheet of paper
5. Complete the following task:
Look through the entire unit to locate information on how students will be assessed. Record your answers to the following questions on your paper.
What types of assessments are identified in the unit? What terms are associated with these assessments?Are they formal, informal, or both?
Are assessments included in the beginning, middle, and/or end of the unit?
Are assessments provided at the end of each lesson?
6. Complete the following task:
Step 1: Revisit your curriculum guide to look at specific assessments.

Step 2: On individual post-it notes, write down information about five (5) different assessments in your guide.

Step 3: Try to include assessments that occur in different parts of the unit.

Step 4: Try to identify different kinds of assessments, not just tests or quizzes.

Step 5: Place your post-it notes in the correct category: beginning of the unit, after a specific lesson, or at the end of the unit.
End of the Unit
After Specific Lessons
Purposes of Assessment
"OF" learning
"FOR" learning
assessment occurring at a point in time, usually after specific skills or knowledge should have been learned, to summarize the current status of student achievement
intended to improve student achievement
intended to improve student learning during the learning process
assessment occurring throughout the teaching and learning process
General Categories of Assessment
formal ways of knowing how much a student has learned or improved during an instructional period
allows the teacher to know where students stand in comparison to each other
may not be graded or may be informally graded
tools that can judge and evaluate students' performance and skill levels with a specific skill or topic
formal method of grading
includes quizzes, exams, achievement tests, screening and intelligence tests
tells the teacher whether he or she can move on to a new topic or skill
includes exit tickets, questioning, peer assessment, presentations
Beginning of the Unit
Diagnostic Assessment
also known as a pretest or preassessment

administered before instruction

assesses knowledge of a particular topic

identifies problem areas requiring remediation
Formative Assessment
assessments FOR learning

given regularly as a part of the instructional process

inform students and teachers about student understanding at a time when improvement can still be made

sometimes considered to be "practice"

may include exit tickets, quick writes, question and answer, checklists, worksheets
Summative Assessments
assessments OF learning and teaching

given at the end of instruction to determine what students know and do not know and how well the teacher taught the content

gauges students' learning in relation to national, state, and/or local content standards

may include state assessments, district benchmark assessments, end-of-unit or chapter exams, midterm or final exams, term papers, portfolios
Types of Assessment
"tests" taken with paper and pencil

tests isolated applications, facts, or memorized data

looks at what students know or can recall
performance tasks that require students to GENERATE rather than choose a response (project, demonstration, interview)

tests reasoning ability, critical thinking, problem-solving, and/or cooperative abilities in realistic situations

looks at what students can do
Assessments can be labeled as...
Formal OR Informal
Diagnostic, Formative, OR Summative
Traditional OR Authentic
1. Locate two different forms of assessment used in your unit.
2. Briefly describe each one.
3. Label each one as follows:
formal OR informal
diagnostic, formative, or summative
traditional or authentic
4. Briefly explain why you labeled the assessments as you did.
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