initial assessments that drive instruction
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• more narrative andqualitative thanquantitative
• helps teachers determinestudents’ strengths andweakness
• helps teachers gain insightinto how to improveinstruction and achievement
• provides information forplanning instruction forstudents
• helps teachers monitorstudent learning
• “everyday checkpoints”
• used in the improvement ofeducational programs
•documents on-going learning
• can be student completed orteacher completed
• judges value
• more quantitative thanqualitative
• documents outcomes/products
• reports to stakeholders
• produces self-reports foraccreditation
• evaluates personnel forpromotion
• certifies the achievement ofstudents
• evaluates students’understandings of knowledgeand skills
• “sums up” learning andpulls it all together at the end
• created by educators andcompleted by students
Assessment
© Adapted by Lee Ann Spillane fromTeaching and Learning Laboratory at MIT
10.
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rite
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Lee
Ann
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Nam
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for F
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for F
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for F
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for F
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© L
ee A
nn S
pilla
ne
Name:
Name:
Name:
Name:
Name:
Date:
Date:
Date:
Date:
Date:
Name
Television Reading
DIRECTIONS: Write what you think about each topic in each box below. Favorites? Likes?
My Favorite Things to Do
My Favorite Things About School
My Friends & I like . . .
In the Future I . . .
© Lee Ann Spillane
© Lee Ann Spillane
• Letters• Sentence Completions• Surveys• Inventories• Team Building Activities• Writing Samples• Conferences• Pre-tests• Data Snap Shots• Parent Letters• Histories
Role
s &
Goal
s
"Dre
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1.
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inst
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dif
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t th
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.
© Adapted by Lee Ann Spillane from a presentation by Dr. Judy Johnson, UCF
ADVANCED
PROFICIENT
BASIC
BELOW
BASIC
Class:
Test:
Total Students Enrolled:
NOTES
Students at this Level
Students at this Level
Students at this Level
Students at this Level % of Class
% of Class
% of Class
% of Class
Goal:_____ students, or _____ % of the class will achieve at a level _____ or above.
© Adapted from Dr. Jane Chaney by Lee Ann Spillane
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95
WPM Passage:Date:
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Passage:Date:
Class:
© Lee Ann Spillane
160
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© Lee Ann Spillane
A C
LA
SS P
ICT
UR
E
© L
ee A
nn S
pilla
ne
Goa
l/Foc
us:
____
____
____
Gro
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____
____
____
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____
____
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grou
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© L
ee A
nn S
pilla
ne
© A
dapt
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om J
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Alle
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rick
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nn S
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Ada
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oads
, by
Lee
Ann
Spi
llane
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om J
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rick
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nn S
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AD
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READING RECORD
Book TitleName Monday Tuesday Wednesday Thursday Friday
Class Period
Notes
© Adapted by Lee Ann Spillane from Nancie Atwell, In the Middle and Janet Allen, Yellow Brick Roads
Date
What are the Directions?
• fold a piece of paper “hot-dog” style• label the left column summary• label the right column response• after our reading write 2-3 sentences in the summarycolumn that summarize the main points of the reading• write your response to the reading in the left column
What’s My Purpose? I want students to . . .
• practice pulling out main ideas/main events• understand how to summarize• practice responding to reading by making connections,asking questions, showing their thinking• practice interpreting what we read• accept that different people respond differently to texts
How do I Assess Students?When I read student work, I look to . .• see if they understand the difference between summaryand response• see if students have included details in their summaries• see if they have any “thinking, feeling or connecting”statements in their responses• see if students are able to be specific in their responses• to see if their connections add to their understanding ©
Lee
Ann
Spi
llane
LIST OF RELATED CITATIONS
“How Do You Know? Initial Assessments that Drive Instruction”
Presented by Lee Ann Spillane, Ed.S., NBCT
Allen, Janet. (1995). It’s Never Too Late. Portsmouth, NH: Heinemann.
Cox, Bernard; Calder, Margaret; Ryan, Lisa ; White, Clayton; and John Fien. (2004). AppropriateAssessment. [Online] Available: http://www.unesco.org/education/tlsf/theme_d/mod22/uncom22.htm
Daniels, Harvey , and Bizar, Marilyn. (1998). Methods That Matter: Six Structures for BestPractice Classrooms. York, ME: Stenhouse.
Durtis, Mary E. & Ann Marie Longo. (1999). When Adolescents Can’t Read: Methods andMaterials That Work. Newton, MA: Brookline Books.
Glatthorn, A.A. (1998). Performance Assessment and Standards-Based Curricula: The Achievement Cycle. Larchmont, NY: Eye on Education Inc.
Kohn, Alfie. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining theSchools. Portsmouth, NH: Heinemann.
Marzano, R.J. (2000). Transforming Classroom Grading. Alexandria, VA: Association Supervision and Curriculum Development.
North Central Regional Educational Laboratory. (1995). Critical Issue: Working Toward StudentSelf-Direction and Personal Efficacy as Educational Goals.. [Online] Abailable: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm
Teaching and Learning Laboratory at MIT. Types of Assessment and Evaluation. (May 2004).[Online] Available: http://www.mit.edu/afs/athena/org/t/tll/assessment/types.htm.
Wiggins, G. McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association forSupervision and Curriculum Development.
Worthy, Jo; Broaddus, Karen, and Gay Ivey. (2001). Pathways to Independence: Reading,Writng,and Learning in Grades 3-8. New York, NY: The Guilford Press.
Bibliography Available Online athttp://www.laspillane.org
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