The document discusses different types of assessments used to guide instruction, including formative, summative, and interim assessments. It provides examples of each type and explains their purposes. Formative assessments are embedded in lessons and used to adjust ongoing instruction. Summative assessments evaluate skills learned over time. Interim assessments fall between formative and summative and can predict performance on summative assessments. The document emphasizes using assessment data to inform instruction and providing feedback to students.

1. Welcome!
Please take your binder,
and a seat.
https://youtu.be/_PO0ijpE8Kc

2. Assessments
Using Summative, Formative,
and Interim Assessments to
Drive Instruction

3. “Let me be as a feather.
Strong with purpose yet
light at heart, able to bend.
And, tho I might become
frayed, able to pull myself
together again.”
-Anita Sams

4. The Big 3
We plan backwards
Summative, Formative, Interim

5. Summative Assessments
– Summary of skills
learned
– Defined set of standards
– Accountability
• Inform policy
Examples
– FSA, EOC
– Map Testing
– National Ranking
– Informs our PD at
Seacoast
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

6. Formative Assessments
– Adjusts ongoing instruction
– Explicit purpose of
diagnosing
– Embedded in learning
activity
– Small scale
• Seconds to minutes
Examples
– Weekly test
– Exit Tickets
– Small group
assessments
– Sight word tests
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

7. Interim Assessments
– Fall between Formative
and Summative
– Likely determined by
school or district
– Predicts ability to succeed
on Summative
• “benchmark” “diagnostic”
“predictive”
Examples
– Placement Tests
– Success Maker usage
– Unit Tests
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

8. Tiers of
Assessment
Petrie, M., Marion, S., Gong, B. (2007). Figure 1. Tiers of Assessment The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
Formative Classroom Assessment
Minute-by-minute, integrated into
lesson
Interim Assessment
Instructional,
evaluative, predictive
Summative
Assessment
Scope and
Duration of
Cycle
Increasing
Frequency of Administration

9. Question your use of Interim
Assessments
– What knowledge do I want to gain from this
assessment?
– Who will use the information I gain?
– What action will be taken?
– How will student learning improve?
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

10. Develop a Theory of Action…
Instructional Purposes
– Should be able to change instruction and
curriculum based on results
– Eliminate strengths and weaknesses
– Timing…results shared outside of classroom
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

11. Develop a Theory of Action…
Evaluative Purposes
– “Interim assessments are designed for
evaluative purposes”
– Program evaluation over the years
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

12. Develop a Theory of Action…
Predictive Purposes
– Classroom, school, district
– Think transfer students
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

13. Interim Design
to Improve Instruction
Good
– Authentic, open-ended
– Immediate
implications
– Directly linked to
standards
Not so Good
– All multiple choice
– Graded and filed
– Linked to instruction
not standards
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.

14. K5 Land
Formative is our
bread and butter
Formative assessment is a
key to school improvement.
Stiggins, R.J. (2007). Conquering the Formative Assessment Frontier. New York and London: Teachers College Press.

15. Emotional Empowerment
We want to make feathers of our students.
“The threat of pending summative assessment…the more on edge
pupils were, these teachers believed, the harder we would study and
they learn.” –Richard J. Stiggins
– When used effectively, Formative assessments build confidence
and support.
– Emotional cycle of failure
– “The learners’ own interpretations of their assessment results influence(d)
their lack of confidence and the unwillingness to keep trying.”
Stiggins, R.J. (2007). Conquering the Formative Assessment Frontier. New York and London: Teachers College Press.

16. Assuring Effective Assessment
Effective
–Clear Purpose (plan it)
–Clear Targets (the standards)
–Accurate Assessment (authentic)
–Effective Communication (feedback)
Stiggins, R.J. (2007). Conquering the Formative Assessment Frontier. New York and London: Teachers College Press.

17. Plan It
Guided Reading is a Formative Assessment

18. The Standards
Are you teaching and assessing the standards?
https://www.lake.k12.fl.us/

19. Accurate Assessment
Not just to get data or a grade…
LAFS.K.RL.1.2 (DOK 2) With prompting and support, retell
familiar stories, including key details.

20. Feedback
Who knows???

21. What’s in Your Binder?
– Copy of this PowerPoint
– Curriculum Map
– Unit 2 and 3 Breakdown
– Guided Reading Planning Posters
– Retelling Wands
– Reaching Achievement Certificates
– Guided Reading Resources and
Assessments
– Love, etc….

22. Resources
Petrie, M., Marion, S., Gong, B.
(2007). The Role of Interim
Assessments in a Comprehensive
Assessment System. The Aspen
Institute.
Petrie, M., Marion, S., Gong, B.
(2007). The Role of Interim
Assessments in a Comprehensive
Assessment System. The Aspen
Institute.
https://www.lake.k12.fl.us/
www.mrswheelerfirstblogspot.com

24. Slide show has ended.
What follows are pictures of what is included in the “Assessment and Guided Reading
Resources Binder” that I made for each of the participants.

25. Binder Components
Take away ready to implement!
Retelling Wands for quick
Formative assessment
Guided Reading Planning Schedules to
stress importance of planning to assess

26. Binder Components
Take away ready to implement!
Copy of PowerPoint Curriculum Map of Kindergarten standards
to ensure assessment alignment
Unit 2 and 3 breakdown detailing standard
implementation for the next 30 days

27. Binder Components
Take away ready to implement!
Parent Resources for levels A-J for
Feedback and expectations
Focus skills to assess each leveled reader (A-M)
included comprehension games and strategy cards

28. Binder Components
Take away ready to implement!
Alphabet Charts for RTI and alphabet/sight words
games for assessments and centers
ABC Book focusing on sounds not simply
recognition

29. Binder Components
Take away ready to implement!
Running Record forms. Checklists by skill for all levels A-Z

30. Binder Components
Take away ready to implement!
Reading Response Journal Master as a means of
authentic assessment
Level Recognition Certificates for feedback
for all levels A-Z