EDUC 410

Gardner-Webb University at Statesville

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What are your goals over the next four weeks?

Why are we here?

  • Learning about assessments
  • Learning how assessments should inform your teaching
  • Assessment for learning vs. assessment of learning
  • Importance of integration
  • Increased knowledge of NCPTS
  • increased knowledge of lesson/unit planning

Buckle up!

Review of Syllabus

NC Professional Teaching Standards


  • 6 standards that you will be held accountable to
  • rating system now in place all over state
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Standard One


  • In your classroom
  • In your school
  • In the profession

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Standard Two

Respect for Diversity

  • All means all

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Standard Three

  • teaching what you are supposed to be
  • teaching the correct way
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Standard 4

  • facilitator vs. traditional teaching
  • technology for positive student impact
  • meeting the needs of every student
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Standard 5

  • Did my instruction meet the needs of my students?
  • How could I make my instruction more effective?
  • How am I growing as a teacher?
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Standard 6

  • Average of student growth of 3 years
  • will be rated as :
  • does not meet expected growth
  • meets expected growth
  • exceeds expected growth

Review of Unit Rubric

Understanding by Design

What is UbD? Grant Wiggins Answers, with Video Cases

UBD Text - Grant Wiggins & Jay McTighe

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Information on Smore was taken from:

Russell, M., & Airasian, P. (2011). Classroom assessment. (7 ed.). New York, NY: McGraw-Hill Humanities/Social Sciences/Languages.

Chapter One - The Breadth of Classroom Assessment

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Why do Teachers Conduct Assessment?

  1. Establishing a Classroom that Supports Learning
  2. Planning and Conducting Instruction
  3. Placing Students (cooperative groups, project work, etc)
  4. Providing Feedback (formative assessment) What does feedback mean to you?
  5. Diagnosing Student Problems and Disabilities (misconceptions and learning difficulties)
  6. Summarizing and Grading Academic Progress (grading for summative assessment)
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Assessment, Testing, Measurement, and Evaluation

assessment is NOT equal to a test - huge misconception in education!!!

  • classroom assessments cover much more than the typical tests or quizzes!
  • assessment = is a "process of collecting, synthesizing, and interpreting information in order to MAKE A DECISION

  • test - formal procedure to gather info about students' achievement
  • measurement - process of assigning a grade to a performance (grading a test)
  • evaluation - making decisions made from measurement

Validity vs. Reliability:

  • V = Are my test questions really telling me what I want to know? Am I collecting appropriate evidence?
  • R = Can I give the same test to different groups and get the same results? Have I collected enough evidence?

No assessment is 100% valid, no assessment is 100% reliable.

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Standardized or Nonstandardized (p.14)

1.___a teacher constructs her own test for a science unit


3.___scoring procedures and interpretations are the same for all students

4.___constructed for use in a single classroom with a single group of students

5.___the teacher observes his chemistry students during their lab experiments

6.___constructed for use in many different classrooms

7.___constructed in such a way that the administration is always under identical conditions

8.___important when information from the assessment is to be used for the same purpose across many different classrooms and locations

9.___weekly spelling test

10.__Cooperative group project

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Important to:

  • be fair
  • accommodate for students with special needs
  • motivate students
  • make students familiar with different types of assessment
  • make impartial decisions

Additions to Chapter One?

Chapter Two - Early Assessments

The beginning of the school year...

  • What can teachers do to have a smooth beginning of the school year?
  • What are three important things for a teacher to do at the start of the school year?

Classroom culture is defined in the first days...

Be the participant and the observer.

Information Gathering set the tone!!!

Don't expect one class to be like other classes - they are all different!

The beginning of the year should be a fresh start for the teacher and the students.

***Don't listen to what other teachers have said about students - form your own opinions...Don't pre-judge your students***

Early Assessments

...will tell you A LOT of information, including (but not limited to):

  • academic skills
  • social abilities (behaviors)
  • attitudes
  • families

mostly on an informal basis

pay attention to what students say, what students do, and what students write

treat first impressions as hypotheses to be confirmed by additional observations / information

observe long enough to see typical behavior - look for patterns in behavior - this will help you to be fair

Students with Exceptionalities

pp. 45-46 contain EXCELLENT information - make sure you are aware of this!

make sure you collaborate early with the EC teacher (even during student teaching)

IEP's meetings are not a waste of your time...take them seriously!

Link to an IEP

Comparison of Classrooms

Classroom A

30 students

Students’ abilities clustered at three disparate levels

Range of socioeconomic backgrounds

Parent pressures for multicultural learning

Balanced gender mix

Separate art and music programs in another class

Spacious, quiet room

Nearly all students together for several years

Individual student desks

Classroom aide available

Classroom B

16 students

Fairly homogeneous student abilities

A few students who crave attention and a few who seem extremely shy

Uniformly middle class

Parent pressure for high grades

Predominantly boys

No separate art or music

Small room with noise from class next door

Most students meeting each other for the first time

Tables and chairs

No classroom aide

"Daily Dozen" for teachers - pg. 50 - EXCELLENT info!

  1. Be consistent
  2. Don't make idle threats
  3. Look for reasons behind misbehavior
  4. Be sure they know the rules
  5. Check your own feelings about students
  6. Watch your tongue
  7. Don't make study a punishment
  8. Let them know you like them
  9. Don't try to do the impossible
  10. Control your temper
  11. Don't be afraid to apologize
  12. What you see as delinquent behavior may be normal behavior in a child's background

Remember this...

"Asking students questions is good; students asking questions is better; students creating questions designed to help other students is best."

- Sonny Magana

Additions to Chapter Two?

Chapter Three - Lesson Planning Assessment Objectives


You should have a clear idea of what students should learn and how they should learn it before you plan or design your assessments (UBD)!
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Why teach?

  • to educate students: to help students change in important and desirable ways (p. 57)

Teacher should teach the curriculum - the skills, performances, knowledge, and attitudes students are expected to learn in school (p. 57).

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Planning Instruction (p. 60)

  • determining student outcomes
  • finding and selected the appropriate materials (say no to worksheets...)
  • organizing lessons that are driven my formative assessment

Always remember to consider the following when you are developing lessons: (p. 65)

  1. student characteristics: level of knowledge, learning styles, special learning needs, future/language differences, disabilities
  2. teacher characteristics: content knowledge, your methods of teaching, (know your teaching style...the narrow your teaching repertoire = the fewer learning opportunities for students), assessments
  3. instructional resources: supplies, equipments, time, etc

Teaching What You've Planned

Make sure to continually monitor:

  • the level of student understanding
  • the level of student interest
  • the pace of your instruction
  • what should be re-taught

Reflection is vital to successful lesson plan delivery! Continually ask yourself...did the students learn what I wanted them to learn???

Lesson Plans are only successful when...

...students' prior knowledge is activated, the needs of the students are identified, and the lesson plan strongly matches the desired outcomes by using meaningful learning experiences.

Levels of Objectives (p. 67)

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Use this on your unit lesson plans...

Additions to Chapter Three?

Chapter Four Formative Assessment

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