Difference between external assessments (summative assessment) and classroom-embedded assessments (formative assessment).

External Assessments (SAT, Iowa Test of Basic Skills, etc.)

• Teachers have little control
•  Created by an outside body
•  Administered under controlled conditions
• Scored outside the classroom setting

Classroom-embedded Assessments

• Teachers have a great deal of control as these arise out of
instructional units or courses of study.
• Created by teacher(s)/students
• Teacher/students set conditions
• Scored within classroom/real world environment

Assessment Literacy: Gathering dependable information about student achievement, and understanding of:

- The different types of assessment; when to use each type; the need to
balance assessments.
- How to develop dependable classroom assessments which accurately
measure what students have learned.
- How to fairly “test” a wide range of students with varying needs.
- The role of student self assessment.
- How to make assessment a part of learning and teaching.
- Standards-based education and discontinued use of the bell curve.

Info in and Info out:

When meeting new content material, students “info in” by:

Reading
Listening
Manipulating/using “hands-on” activities
Viewing/observing

When students “info out”, teachers usually specify one or more of the
following achievement targets:

1. Mastery of the content: factual and procedural knowledge

• learn/know it outright
• know where to find/retrieve it

2. Reasoning Proficiency: thinking about the content; understanding the
patterns of reasoning which underpin the content.

• Critical thinking
• Problem Solving
• Decision Making
• Analytical, comparative, inferential, and/or evaluative reasoning

3. Performance Skills (mastery of specific skills)

• Speaking a second language
• Giving an oral presentation
• Working effectively on a team
• Science process skills

4. Product Development (creating quality products to show
understanding)

• Writing samples
• Term projects
• Artistic products
• Shop projects
• Science exhibits

5. Acquire Positive Affect/Dispositions

• Positive self-concept
• Desire to learn/read/think critically
• Positive attitude toward school
• Good citizenship
• Respect toward self and others
• Fexibility
• Perseverance

Types of assessment and what each measures:

1. Selected Response/Short Answer (traditional paper and pencil assessments)

• Multiple Choice
• True/False
• Matching
• Fill in the Blank
• Label a diagram
• Write a sentence

2. Essay

• A longer written response, usually to a prompt

3. Performance Assessment

• Demonstrating Skills
• Develping Products

4. Personal Oral Communication

• Questions and Answers
• Confernces
• Interviews
• Oral Examinations

Adapted from Rick Stiggins, Assessment Training Institute, Portland, Oregon and Judy Arter, Assessment Training Institute