Assessment Tool Box By Tim Marshall

Standards
Practice 1: Use of summative assessments to frame meaningful performance goals The summative assessments are based around a unit of learning, which covers the standards and benchmarks that have been targeted. The use of these assessments has the student performance met the content standards and the content been understood by the students and have the meaningful goals been achieved by the students. These assessments are usually stated at the beginning of the study unit. Practice 2: Show criteria and models in advance Through the use of rubrics, the student understands the different quality levels of achievement in advance. This evaluation tool consists of the quality of work expected and gives the student to understand the multiple models and ability to use the tool for self-assessment and how to obtain success and excellence. Practice 3: Assess before teaching Assessing prior to teaching the unit allows the teacher to find the prior learning experiences and ability to build on these experiences. This assessment also allows the student misconceptions about the content, which is brought into the classroom by the students and then can be address during the learning strategies of the unit of content. Practice 4: Offer appropriate choices The offering of appropriate choices allows the student to best address their multiple learning styles without penalizing or favoring other students by limited choices. These choices of assessments must allow the teacher to collect evidence of the goals being reached by the students. This allows the student to show and demonstrate their knowledge, understanding of the content and skills. Practice 5: Provide feedback early and often: In order to enhance the learning experience of the student, they need to receive timely, specific feedback, which easily understood by the student. Short responses or numbers fail to provide appropriate feedback. Responses need to contain strengths and weaknesses of the assignment in understandable language that promote the ability of the learner to enhance their work and abilities.

Practice 6: Encourage self-assessment and goal setting For students to become more effective in their learning they need the ability for selfevaluation and self-appraisal. These self-assessments allows the student to set goals, find most and least effective aspects of their work and through rubrics on the ability to improve their performance standards in future work. Practice 7: Allow new evidence of achievement to replace old evidence This assessment is to evaluated if true learning has been accomplished and has the learning goals been achieved and produced evidence of this learning has been demonstrated even if the students have to use the assessment multiple times to achieve the goals. Pre and Post Assessments: (2) Right Angle Chart connection between facts and feeling on an issue Venn Diagram assessment knowledge of relationships between multiple events or entities and the understanding http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm Post Assessments Daily (5) 40 plus 5-minute assessments for daily use on key points using various activities (PPT)

www.dce.k12.wi.us/srhigh/socialstudies/Strategies/
Entire Class Assessment: (2) KWL Chart - provide the teacher with information on the students' preconceptions and interests of the entire class http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm Peer/Self-assessments: (6) As I See It - formative assessment technique that focuses students thinking on their own knowledge or opinions

Windshield Check Formative assessment of students checking their own understanding of a concept just taught in a lesson through vision in the windshield http://wvde.state.wv.us/teach21/PeerSelfAssessments.html

Examples of information to help students understand a task and the marking criteria 6-step method of understanding and peer assessment www.teachingexpertise.com/articles/peer-and-self-assessment-2867 Small Group Assessment: Kinesthetic Assessment (4) Debate Circles - Formative assessment can be used to activate student thinking and uncover their understandings and misconceptions involving two circles facing each other. http://wvde.state.wv.us/teach21/KinestheticAssessments.html Inside-outside circle: allows assessing understandings of what was learned in two paired circles, one speaking first, then the next circle on what they understand http://oame.on.ca/lmstips/files/TIPSForTeachers/13InsideOutsideCircle.pdf Informal assessment strategies: (4) Multiple informal assessments through observation and records http://www.education.com/reference/article/informal-methods-assessment/ Multi-assessment tools: Open, closed and performance tasks and assessments, observation (informal) and self-assessments http://ims.ode.state.oh.us/ODE/IMS/Assessment/FAQ/types_of_assessment.asp Various suggestions in both formal and informal assessments http://www.aspira.org/files/documents/inv_ed/forms/INFORMAL_ASSESSMENT_I N_EDUCATIONAL_EVALUATION.pdf

Note Taking Rubric: (6) http://www.austincc.edu/behscitf/Note-taking%20Assessment.pdf Social Studies Rubrics: (6) General participation rubric, special project rubrics http://www.rubrics4teachers.com/socialstudies.php K-12 Social Studies General Rubrics Pack http://www.teach-nology.com/gold/socialstudiesrubric.html NC rubrics http://www.ncsu.edu/midlink/rub.pres.html Assessment Creator: (1) Covering Summative, Formative, Benchmark, Diagnostic assessments http://www.pdesas.org/module/assessment/Search.aspx Post US History course assessment: (1) Final formative assessment on US History for TN http://tennessee.gov/education/assessment/doc/EOC_US_History_PT_030513.pdf