Assessment & Differentiated Instruction Ch. 4, 5, 6

Ongoing (formative) assessment is used:

• to gather data to improve instructional fit for students.

• to generate results for teacher reflection.

• check status of students relative to what we explained or practiced.

• to generate grades for the gradebook.

Why is feedback so important in the assessment process?

• It provides opportunities for students to learn and grow.

• It gives the teacher a "paper trail" of evaluation and grading and accentuates grades over growth/learning.

• It provides timely, focused, and relevant opportunities for growth.

Curriculum that is framed around KUDs is:

• better organized for teaching and learning

• more likely to be relevant to students

• more assessment-ready than lists of standards, contents of textbooks, a series of activites

• all of the above

Ongoing assessment generates evidence

• to monitor individual student progress

• to monitor class progress

• for teacher reflection and support

• for student reflection and support

• to meet standardized assessment outcomes

TRUE OR FALSE: Summative Assessments are used largely to assess the outcomes of instruction.

• True

• False

Summative assessment can occur

• at the end of a unit.

• at the end of several lessons.

• at the end of a single lesson.

• in the middle of a lesson to ascertain developing knowledge.

Could a writing prompt be used as a formative assessment or a summative assessment depending on the context?

• Yes

• No

The scoring system used for evaluating differentiated assessments should be the same regardless of the type of differentiation.

• True

• False

Grading error can be caused by

• a poorly worded test item

• a student's lack of fluency

• a student's learning disability or attention problem

• inadequate time for completing the assessment

• a student who is hungry or not feeling well

Which of the following are guiding principles for effective grading practices?

• Grades should be based on clearly specified learning goals.

• Grades should be criterion based.

• Everything students do should be graded.

• Use quality assessments.