The document provides an overview of assessment strategies that can inform instruction. It discusses how assessment should define a teacher's approach and focus on student learning rather than coverage of content. Various formative assessment strategies are presented, including AFL strategies, open-ended assessments, gradual release of responsibility, and information/literature circles. The science of learning and theories around growth mindset and flow are connected to using assessment to understand students and adjust instruction. Throughout, the document emphasizes using assessment research to improve teaching practice.

1. Assessment that
Informs Instruction
Knowing my students as
thinkers, readers and writers…
Presented by:
Jonathan Vervaet
@jonathanvervaet

2. “Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, my
values, and my beliefs about teaching and
learning.” - Matt Rosati

3. How the worlds best schools come out on top.
1.Get the right people to become teachers.
2.Develop them to be effective.*
3.Ensure the system is able to deliver the best
possible instruction for every child.
* Coaching classroom practice.
• Move teacher training to the classroom.
• Strong School Leaders
• Teachers learn from each other –
Professional Learning Communities (PLCs)

4. Becoming Otherwise
How do we ensure the system
is able to deliver the best
possible instruction for every
child?

5. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark

6. Learning Intentions
“I can find evidence of current
assessment research
in my practice.”

7. Learning Intentions
“I can identify ways to use
assessment to inform my
instructional decisions .”

8. Learning Intentions
“I can become curious about
something in the research I
want to inquire further into.”

12. The Bridge Between the
Students and the
Curriculum
What is my content?
Who are my students?

13. The Bridge Between the
Students and the
Curriculum
Strategic teaching requires
you to know your students.

14. What are some
ways you can get
to know your
students both as
learners and as
people?

15. Proficient Readers
Research
Successful readers
– regardless of age
– are active,
purposeful,
strategic, and
metacognitive.

16. Proficient Readers
Research
They construct
meaning and learn
from text by using
cognitive strategies
before, during, and
after reading.

17. “No matter what
grade level you teach,
no matter what
content you teach, no
matter what you teach
with, your goal is to
improve students’
comprehension and
understanding.”

18. “Student learning
is enhanced
when teachers
at all grades,
teaching all
subjects, see
themselves as
teachers of
literacy.”

19. Instructional Design
The 8 Cognitive Functions
Good Readers Use

20. 1. Setting a purpose / Reading with
purpose in mind
2. Activating background knowledge
to enhance understanding
3. Monitoring comprehension and
awareness of how to repair
comprehension problems
4. Determining what’s important

21. 5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing information
8. Making connections
What is the most important cognitive
reading function for students?

22. Performance Based Reading
Assessment
- Curriculum based reading
assessment, created around grade
level expectations for proficient
reading.
- Reading literature, reading for
information, reading poetry etc.

23. Performance Based
Reading Assessment
It’s a snapshot of
independent
thoughtful reading.
The intent is to see if
students are independently
and thoughtfully applying the skills and
strategies required – at this particular
grade level, in this particular subject.

24. Helps teachers:
- collect information about their
students’ reading level and ability.
- inform their teaching.
Administered early in the school year or
term.
Examined to
identify areas
of strength and
challenge.

25. This is NOT FOR MARKS!
Used to help target specific areas
of instruction.
Repeated to help teachers monitor
the effectiveness of their
instruction and adjust teaching
plans.

26. What does good look like?
What
does
good look

27. The Use of
Performance
Standards

28. Descriptive Scoring –
based on
performance
standards

30. Writing Performance Standard: Grade 8
Approaching
Expectations
The writing
consists of loosely
connected ideas
and details;
fragmented and
difficult to follow.
Meeting
Expectations
The writing
presents some
connected ideas;
accomplishes the
basic purpose or
task. Often does
not flow
smoothly.
Fully Meeting
Expectations
The writing is
clear, detailed,
and wellorganized;
accomplishes the
purpose or task;
flows smoothly.
MEANING
• ideas and
information
• use of detail
• generalizations
or conclusions
• purpose is
unclear; writing is
unfocused
• inappropriate,
trivial, or simplistic
details
• purpose is clear;
may lose focus
• some relevant
examples and
details
• purpose is clear;
focus is generally
sustained
• specific relevant
examples, details
FORM
• introduction
• organization
• introduction
does not clearly
identify purpose
• lacks
organization;
often one
paragraph of
loosely related
details and
examples
• introduction
states purpose;
not engaging
• related material
is grouped
together, but
transitions and
paragraphing are
weak (reads like a
list, leaving the
reader to make
connections)
• introduction
clearly establishes
purpose; attempts
to engage
• individual
paragraphs or
sections are wellorganized; overall
sequence and
transitions may be
ineffective in
places
SNAPSHOT
Exceeding
Expectations
The writing is
clear, complete,
and focused;
effectively
accomplishes
the purpose or
task, and may
engage the
reader.
• purpose and
focus are effective
and sustained
• uses specific
relevant examples
and details to
elaborate and
clarify
• introduction
effectively
establishes
purpose; engages
• effectively
organized;
paragraphs or
sections are welldeveloped,
logically
sequenced, and
joined by
transitions
Identifying your next steps…
What is the one part of your writing that is easiest to fix for your next paragraph?
What one part of your writing is holding you back the most?

31. Reading Performance Standard
Grade 2

32. Keep the numbers
and letters
out of it!
“Is this for marks?”

34. Assessment should
Inform Instruction

35. Good planning
requires clear
thinking, captured
in a wellconstructed, precise,
written plan, and is
a prerequisite to the
art of effective
teaching.

36. Thinking is
fundamental
to planning.

37. “Covering”
Curriculum

38. Cover – to hide or
conceal

39. The Prescribed
Learning Outcomes
are the goals, not
content coverage.
Use the textbook as a
resource, not the
syllabus.

40. Approaches
1. AFL Strategies
2. Open-ended Strategies
3. Gradual Release of Responsibility
4. Co-operative Learning
5. Information / Literature Circles
6. Inquiry

41. Instructional Design
The Science of Learning

42. Instructional Design
90% of what we know about the brain we have
learned in approximately the last 2 years

43. Instructional Design
The same will be true 10 years from now

44. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with
whatever intelligence they have because it
can’t be increased.
They resist novel challenges if they can’t
succeed immediately.
They’d rather not try than be perceived as
dumb.

45. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built
through life.
See working harder as a way to improve.
They persist and try a wide variety of solutions
when given novel tasks.

46. Carol Dweck (2006)

47. Csikzentmihalyi (1990)
Flow Theory – The
exhilarating moments when
we feel in control, full of
purpose, and in the zone.

48. Csikzentmihalyi (1990)
Challenge
Level
Skill Level

49. Take 3!
How is the science
of learning
connected to
assessment?

50. Constantly weighing the pig
won’t make it fatter...
The Benefits of Formative Assessment

51. The Latin root word for assessment is
"assidere" which means to sit beside.

52. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)

54. You must use the research to support
your practice to avoid being a well
intentioned “Enthusiastic Amateur.”
- Fullan and Hargraeves “Professional Capital”

55. Teaching is not rocket science. It is, in
fact, far more complex and demanding
work than rocket science.
- Richard Elmore (Professor of Education Leadership at Harvard
Graduate School of Education)

56. Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
Twitter: @jonathanvervaet
Blog: jonathanvervaet.wordpress.com