initial assessments that drive instruction
DESCRIPTION
Workshop handouts for Reading for Life summer institutesTRANSCRIPT
• 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.
My
favo
rite
sub
ject
is
20.
I’d
read
mor
e if
13.
Com
ic b
ooks
14.
At h
ome
we
have
1. T
oday
I a
m
© A
dapt
ed fr
om D
r. Ja
net A
llen,
It’s
Nev
er T
oo L
ate
with
per
mis
sion
by
Lee
Ann
Spi
llane
Nam
eD
ate
2.
Rea
ding
is
3. A
fter
sch
ool I
like
to
4. M
y id
ea o
f a
good
tim
e is
5.
Wri
ting
is
6. W
hen
I re
ad, I
7. A
dven
ture
sto
ries
are
8. T
rue-
life
sto
ries
are
9. I
like
boo
ks a
bout
11.
I lik
e to
rea
d w
hen
12.
Whe
n m
y pa
rent
s
16.
On
wee
kend
s I
15.
I fe
el p
roud
whe
n
17.
Scho
ol is
18.
Whe
n I
fini
sh h
igh
scho
ol
19.
If te
ache
rs r
ead
Dir
ecti
ons:
Sh
ow y
our
thin
king
abo
ut y
our
read
ing!
Dra
w!
Thi
nk o
f a
scen
e,ite
m o
r ch
arac
ter
from
our
read
ing
and
draw
it.
Lab
elyo
ur d
raw
ing
with
det
ails
from
the
tex
t.
Rem
embe
r! R
ecal
l thr
eem
ain
even
ts
Con
nect
! D
escr
ibe
aco
nnec
tion
you
can
mak
ebe
twee
n th
e bo
ok, t
he w
orld
,yo
ur e
xper
ienc
e, o
r an
othe
rbo
ok.
The
n ex
plai
n ho
w t
heco
nnec
tion
help
s yo
u be
tter
unde
rsta
nd o
ur r
eadi
ng.
Con
nect
ion:
How
it h
elps
me
bette
run
ders
tand
our
rea
ding
:
Pre
dict
! W
hat
do y
ou t
hink
will
hap
pen
to t
he m
ain
char
acte
r? W
hy ?
Ans
wer
:
Rea
sons
:1. 2.
for F
icti
on
for F
icti
on
for F
icti
on
for F
icti
on
for F
icti
on
© 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
amer
s A
RE
doe
rs!"
"If y
ou c
an p
erce
ive
it yo
u ca
n ac
hiev
e it!
"
I Can
't A
ccep
t N
ot T
ryin
g- M
icha
el J
ord
a
"Wh
en y
ou r
each
for
the
star
s, y
ou m
ight
not
on
e, b
ut
you w
on't g
et a
han
dfu
l of
mud e
ith
er-L
eo B
urn
ett,
Burn
ett
Adve
rtis
ing
Age
n
Usi
ng a
per
sona
l rol
e an
d th
e ro
le o
f st
uden
t or
rea
der,
gen
erat
e a
list o
f goa
ls, o
r th
ings
you
like
to a
ccom
plis
h. W
rite
eac
h ro
le in
the
tria
ngle
bel
ow, a
nd li
st y
our
goal
s be
neat
h
Now
, loo
k at
you
r lis
ts.
Cat
egor
ize
your
goa
ls in
to e
ither
long
term
goa
ls o
r sh
ort t
erm
Long T
erm Goals
Long T
erm Goals
Sho
rt T
erm
Go
als
Sho
rt T
erm
Go
als
Cho
ose
one
of th
e ab
ove
goal
s an
d cr
eate
an
acti
onpl
an. M
ake
it c
olor
ful.
Put
fir
st i
n yo
ur n
oteb
ook
orjo
urna
l. M
enta
lly
rehe
arse
the
ste
ps y
ou n
eed
toco
mpl
ete;
pic
ture
you
rsel
f su
cces
sful
ly r
each
ing
your
goa
l. K
eep
your
pla
n ha
ndy
and
look
at;
thi
nkab
out
it. D
ream
it
whe
n yo
u ne
ed r
emin
ding
.
2. M
ake
a pi
ech
art o
f you
rm
any
role
s;se
ctio
n th
e pi
e to
show
the
perc
enta
ge o
fti
me
you
devo
teto
eac
h of
you
rm
any
role
s.
1.
Bra
inst
orm
the
dif
fere
nt r
oles
you
play
and
lis
t th
em b
elow
.
© 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
200
195
190
185
180
175
170
165
160
155
150
145
140
135
130
125
120
115
110
105
100
95
WPM Passage:Date:
Passage:Date:
Passage:Date:
Passage:Date:
Class:
© Lee Ann Spillane
160
155
150
145
150
135
130
125
120
115
105
100
95
90
85
80
75
70
65
60
55
50
WPM Passage:Date:
Passage:Date:
Passage:Date:
Passage:Date:
Class:
© Lee Ann Spillane
A C
LA
SS P
ICT
UR
E
© L
ee A
nn S
pilla
ne
Goa
l/Foc
us:
____
____
____
Gro
up:
____
____
____
Con
tent
:__
____
____
____
__
Inte
rest
sSt
reng
ths
Nee
dsN
ext S
teps
Nam
e
Who
leG
roup
Pic
ture
Bac
kgro
und
&H
isto
ry
Inte
rest
sSt
reng
ths
Nee
dsN
ext S
teps
How
will
you
hono
r an
din
corp
orat
ein
divi
dual
dif
fere
nces
?
How
will
you
capi
taliz
e on
int
eres
ts t
ocr
eate
enga
gem
ent?
How
will
you
build
on
stre
ngth
s in
orde
r to
mov
efo
rwar
d?
How
will
you
addr
ess
dive
rse
need
s an
dab
ilit
ies
wit
hin
the
grou
p?
How
will
you
indi
vidu
aliz
efo
r di
vers
ity
whi
le a
tth
e sa
me
time
crea
ting
the
big
pict
ure?
QU
EST
ION
ING
IN
STR
UC
TIO
N
Yea
rly
Goa
l:__
____
____
__G
roup
:__
____
____
__C
onte
nt:
____
____
____
____
© L
ee A
nn S
pilla
ne
© A
dapt
ed fr
om J
anet
Alle
n, Y
ello
w B
rick
Roa
ds, b
y L
ee A
nn S
pilla
ne©
Ada
pted
from
Jan
et A
llen,
Yel
low
Bri
ck R
oads
, by
Lee
Ann
Spi
llane
© A
dapt
ed fr
om J
anet
Alle
n, Y
ello
w B
rick
Roa
ds, b
y L
ee A
nn S
pilla
ne
RE
AD
ING
LO
G B
OO
K
Dat
eT
ime
Rea
dB
ook
Tit
leE
ndin
g
1/18
7
:30-
8 p
.m.
St.
Mic
hael
’s S
cale
s
1
03
RE
AD
ING
LO
G B
OO
K
Dat
eT
ime
Rea
dB
ook
Tit
leE
ndin
g
1/18
7
:30-
8 p
.m.
St.
Mic
hael
’s S
cale
s
10
3
RE
AD
ING
LO
G B
OO
K M
AR
K
Dat
eT
ime
Rea
dB
ook
Tit
leE
ndin
g
1/18
7
:30-
8 p
.m.
St.
Mic
hael
’s S
cale
s
1
03
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