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Assessments We Use

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Snapshot look at the Assessment categories and types. This information is provide to aid in the selection process of assessment administriation and the data that can retrieved for each.

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Assessments We Use

  1. 1. ASSESSMENTS VERSES DIAGNOSIS • Diagnosis characterizes the level or ability of students through labeling for needs • Assessments provide the data to that helps drive instructional practices • Assessing students is a process by which learners are evaluated; considering living environments, background, and current instructional contexts.
  2. 2. ASSESSMENT CATEGORIES Formative assessments • On-going assessments, reviews, and observations in a classroom • Used to improve instructional methods and student feedback throughout the teaching and learning process (Florida Center for Instructional Technologies, 2012). Summative assessments • typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. • makes a judgment of student competency after an instructional phase is complete (Florida Center for Instructional Technologies, 2012). • Four types of Assessment include: screenings, diagnostic measures, progress monitoring, outcome measures
  3. 3. SCREENINGS ( FORMATIVE) • • • • • Function as a “digging deeper” tool Administered to all students Brief/ quick in duration Targets specific areas of deficiencies Designed to measure needs of students who are not functioning academically in sync with their peers (Vogt & Shearer, 2011) • Used as baseline data for progress monitoring Examples: Cool Tools Informal Assessments http://www.paec.org/itrk3/files/pdfs/readingPdfs/coolToolsOverview.pdf
  4. 4. DIAGNOSTIC ( FORMATIVE) • Used as follow-up measures for poorperforming students • More Time Consuming than a screener • May be norm-referenced or informal • Identifies difficulty areas • Suggested use only when no other measure will yield information needed (Vogt 7 Shearer, 2011) Example: Minute Papers http://www.flaguide.org/cat/minutepapers/minutepapers1.php
  5. 5. PROGRESS MONITORING • Can be informally measured or through observation • Helps determine whether interventions are working or if adjustments are needed • Can drive instruction if closely tied to what is being taught Example: AIMSweb www.aimsweb.com
  6. 6. OUTCOME MEASURE (SUMMATIVE) • • • • • • • Group Administration Associated with high stakes Norm- Referenced Standardized Summative in nature Used to determine adequate yearly progress Used in district to district and state to state comparisons (Vogt & Shearer, 2011) Example – FCAT 2.0 http://www.fldoe.org/asp/
  7. 7. REFERENCES • Vogt, M. & Shearer, B.. (2011). Reading specialist and literacy coaches in the real world. (3rd ed.) Boston: MA: Allyn & Bacon • http://www.paec.org/itrk3/files/pdfs/readingPdfs/coolTools Overview.pdf • http://www.fldoe.org/asp/ • www.aimsweb.com • http://www.flaguide.org/cat/minutepapers/minutepapers1. php • Florida Center for Instructional Technologies. Basis concepts: formative verses summative assessments. Retrieved from: http://fcit.usf.edu/assessment/basic/basica.html

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