Assessment
Patty Norman
Davis School District
pnorman@dsdmail.net
Formative and Summative
Assessments
Formative (informative): classroom activity from
quiz to question, discussion to observation,
learning task to student feedback.
Answers the question: “What do you understand?”
Formative assessments should provide feedback
during the learning process
Summative: judges student competency at the
end of a unit or time period.
Answers the question: “Do you understand?”
Summative assessment provides grades and ranking
after instruction
Because understanding develops
as a result of ongoing inquiry and
rethinking, the assessment of
understanding should be thought
of in terms of a collection of
evidence over time instead of an
event – a single moment in time
test at the end of instruction.
(Wiggins and McTighe, 1988)
“Skills are to mathematics what
scales are to music or spelling is
to writing. The objective of
learning is to write, to play music,
or to solve problems- not just to
master skills.”
Mathematical Sciences Education Board
We must ensure that
tests measure what is of
value, not just what is easy
to test.
-National Research Council
Accountability
Accountability testing does in fact
drive instruction, and because that is
the case, the tests must reflect,
insofar as possible, what we believe
to be appropriate educational
practices.
NCTM
NCTM Assessment Standards
Give students
Provide a rich variety of
opportunities to
mathematical topics and
investigate problems in
problem situations
many ways
Look for evidence of
Question and listen to
learning from many
students
sources
Expect students to use
concepts and
procedures effectively
in solving problems
Assessment
• What is it?
Of learning • What does it look like?
For • What is it?
learning • What does it look like?
• What is it?
As learning • What does it look like?
Assessment for Learning:
Timely, Understandable, Descriptive
Students
self
assess
Students
graph or
describe
progress
Feedback
Used to set
goals
Documenting Achievement
Performance Assessments
Observations
Interviews and questions
Student writing and journals
Open-ended question responses
Portfolios and student files
Student self-assessments
Peer evaluations
Balance?
Summative Formative
Math
Instruction
Standards Academic Data Driven/
Based Vocabulary Assessment
Tier 1 Tier 2 Tier 3
Classroom Interventions Special Services
Partnershi Focus on
Teaching Successmaker Math foundational
Content p with
Strategi Coaches gaps
Star Math /Tutors classroom
es teacher
Whole Class Differentiated Follows
Instruction DESK
Small Group Focus on
Partners (e.g.) Identifies specific
Gaps instruction Manipulatives
Self-Paced to fill
knowledge Journaling
Teacher gaps Problem
Manipulatives Reports Solving
Role Play
Journaling
Problem Solving Real-world
Manipulative
s
Journaling
Problem
Solving
Davis School District
UTIPS and customized coursed
Misconception Mapping
Success Maker
Journaling
Portfolios
Misconception Mapping Cycle
Identify
Gaps
Review Misconception
results Map
Teach lesson Plan lesson
with using
colleagues collective
observing wisdom
Misconceptions Progressing
Journaling
One of the most valuable lifelong skills
students can acquire is the ability to look back
and reflect on what they have done and what
they still need to do. Students who develop a
habit of self-assessment will also develop their
potential for continued learning.
NCTM
Prompts
I was surprised that…
I discovered that…
I was pleased that I..
I think…
I imagine..
I wonder…
I guess
Draw a model to illustrate…
How do you know your solution is correct?
K-2 Writing Project