Professional Documents
Culture Documents
Learning:
Focus on Assessment
February 15, 2016
Learning Goals
By modeling effective instructional practices, we will...
Understand the role of assessment within the
broader context of Teaching and Learning in
our Strategic Plan
Build a common language regarding the basic
types and purposes of assessment and the three
big ideas of assessment identified at PRSD
Increase practical understanding of assessment
through engagement with samples of simulated
assessments
Enhance familiarity with the Continuum of
Assessment, Depth of Knowledge, and the
Three-Circle Audit by examining teacher made
sample assessments
Formative Pre-Assessment
Formative Assessment
- occurs while
knowledge is being
learned and guides
instructional decisions
Please take 10
minutes to
complete the
simulated pre-
assessment
Curriculum
Instructio Assessme
n nt
Leaders of Learning (DuFour and Marzano)
Essential Questions:
What is it we want our students to know?
(Curriculum)
How will we know if they are learning?
(Assessment)
How will we respond when individual students do
not learn? (Instruction)
How will we enrich and extend the learning for
students who are proficient? (Instruction)
Curriculum, Instruction and
Assessment
The first category in our strategic plan is titled
Teaching and Learning. In the Teaching and
Learning category of the strategic plan, the first three
long-term goals in that category relate directly to
curriculum, instruction and assessment.
Achievement Growth
Assessment Big Idea #2
We assess for different reasons.
Assessment of Learning Assessment for Learning
Standardized tests Pre-test to determine prior knowledge
PSSA Quiz or informal check for
Keystone Exam understanding that leads to an
SAT instructional decision by the teacher
ACT Diagnostic-style assessment to guide
decisions
AP
CDT
Teacher Made
End of chapter test prior to moving
into the next unit We want to shift more into this area.
Mid-term or Final Exam
Types of Assessments
Big Idea #3
Assessments measure depth of
understanding.
Many teacher tests tend
to focus on the accuracy
of knowledge and skill
rather than on evidence
of transferability
(Wiggins and McTighe, p.
150)
"Thinking Like an Assessor." Understanding by Design, Expanded 2nd ed. Grant Wiggins and Jay McTighe.
Alexandria, VA: Association for Supervision and Curriculum Development, 2005. 146-171. Gale Virtual
Reference Library. Web. 27 Jan. 2016.
Lenses of Assessment Evaluation
*Mike Pasquinelli, Laura Davis, Noel Hustwit and Brian Miller are
involved with both sub-committees
Assessment within Unit-Based
Curriculum
Ticket Out the Door
Link to Assessment
Where are most of your assessments on
the Continuum of Assessments?
On a scale of 1 - 4 , Where do your
assessments fall?
1 - Assessment of learning
4 - Assessment for learning
The majority of your questions are at
what Depth of Knowledge level?
(1,2,3,4)