Initial Assessments That Drive Instruction

Assessment • more narrative and qualitative than quantitative • helps teachers determine students’ strengths and weakness • helps teachers gain insight into how to improve instruction and achievement • provides information for planning instruction for students • helps teachers monitor student learning • “everyday checkpoints” • used in the improvement of educational programs •documents on-going learning • can be student completed or teacher completed

• judges value • more quantitative than qualitative • documents outcomes/ products • reports to stakeholders • produces self-reports for accreditation • evaluates personnel for promotion • certifies the achievement of students • evaluates students’ understandings of knowledge and skills • “sums up” learning and pulls it all together at the end • created by educators and completed by students © Adapted by Lee Ann Spillane from Teaching and Learning Laboratory at MIT

20. I’d read more if

19. If teachers read

© Adapted from Dr. Janet Allen, It’s Never Too Late with permission by Lee Ann Spillane

18. When I finish high school

17. School is

16. On weekends I

15. I feel proud when

14. At home we have

13. Comic books

12. When my parents

11. I like to read when

10. My favorite subject is

9. I like books about

8. True-life stories are

7. Adventure stories are

6. When I read, I

5. Writing is

4. My idea of a good time is

3. After school I like to

2. Reading is

1. Today I am

Name Date

for Fiction

How it helps me better understand our reading:

Connection:

Connect! Describe a connection you can make between the book, the world, your experience, or another book. Then explain how the connection helps you better understand our reading.

Draw! Think of a scene, item or character from our reading and draw it. Label your drawing with details from the text.

2.

Reasons: 1.

Answer:

© Lee Ann Spillane

Predict! What do you think will happen to the main character? Why ?

Remember! Recall three main events

Directions: Show your thinking about your reading!

Name: Date:

Name DIRECTIONS: Write what you think about each topic in each box below. Favorites? Likes?

Television

Reading

My Favorite Things to Do

My Friends & I like . . .

My Favorite Things About School

In the Future I . . .

© Lee Ann Spillane

• Letters • Sentence Completions • Surveys • Inventories • Team Building Activities • Writing Samples • Conferences • Pre-tests • Data Snap Shots • Parent Letters • Histories © Lee Ann Spillane

2. Make a pie chart of your many roles; section the pie to show the percentage of time you devote to each of your many roles.

"When you reach for the stars, you might not one, but you won't get a handful of mud either -Leo Burnett, Burnett Advertising Agen

1. Brainstorm the different roles you play and list them below.

"Dreamers ARE doers!"

I Can't Accept Not Trying -Michael Jorda

Short Term Goals

Choose one of the above goals and create an action plan. Make it colorful. Put first in your notebook or journal. Mentally rehearse the steps you need to complete; picture yourself successfully reaching your goal. Keep your plan handy and look at; think about it. Dream it when you need reminding.

Short Term Goals

Now, look at your lists. Categorize your goals into either long term goals or short term

Using a personal role and the role of student or reader, generate a list of goals, or things you like to accomplish. Write each role in the triangle below, and list your goals beneath

Lo ng Go T e a l s rm

"If you can perceive it you can achieve it!"

Lo n g Go Te als rm

Roles & Goals © Adapted by Lee Ann Spillane from a presentation by Dr. Judy Johnson, UCF

Class: Total Students Enrolled: Test: ADVANCED

Students at this Level

% of Class

Students at this Level

% of Class

Students at this Level

% of Class

Students at this Level

% of Class

PROFICIENT

BASIC

BELOW BASIC

NOTES

Goal: _____ students, or _____ % of the class will achieve at a level _____ or above.

© Adapted from Dr. Jane Chaney by Lee Ann Spillane

Class: WPM

Passage: Date:

Passage: Date:

Passage: Date:

Passage: Date:

200 195 190 185 180 175 170 165 160 155 150 145 140 135 130 125 120 115 110 105 100 95

© Lee Ann Spillane

Class: WPM

Passage: Date:

Passage: Date:

Passage: Date:

Passage: Date:

160 155 150 145 150 135 130 125 120 115 105 100 95 90 85 80 75 70 65 60 55 50

© Lee Ann Spillane

How will you honor and incorporate individual differences?

How will you capitalize on interests to create engagement?

How will you build on strengths in order to move forward?

Strengths

____________

Group:

Background Interests & History

Yearly Goal: ____________

How will you address diverse needs and abilities within the group?

Needs

© Lee Ann Spillane

How will you individualize for diversity while at the same time creating the big picture?

Next Steps

Content: ________________

QUESTIONING INSTRUCTION

Whole Group Picture

Name

Interests

Goal/Focus: ____________ Strengths

Group: ____________ Needs

© Lee Ann Spillane

Next Steps

Content: ________________

A CLASS PICTURE

7:30- 8 p.m.

St. Michael’s Scales

103

© Adapted from Janet Allen, Yellow Brick Roads, by Lee Ann Spillane

1/18

Ending

7:30- 8 p.m.

St. Michael’s Scales

Book Title

103

Ending

© Adapted from Janet Allen, Yellow Brick Roads, by Lee Ann Spillane

1/18

Time Read

Date

Book Title

Date

Time Read

READING LOG BOOK

READING LOG BOOK MARK

7:30- 8 p.m.

Time Read

St. Michael’s Scales

Book Title

103

Ending

© Adapted from Janet Allen, Yellow Brick Roads, by Lee Ann Spillane

1/18

Date

READING LOG BOOK

Class Period Date

READING RECORD Name

Book Title Notes

Monday

Tuesday

Wednesday Thursday

Friday

© Adapted by Lee Ann Spillane from Nancie Atwell, In the Middle and Janet Allen, Yellow Brick Roads

What are the Directions? • fold a piece of paper “hot-dog” style • label the left column summary • label the right column response • after our reading write 2-3 sentences in the summary column that summarize the main points of the reading • write your response to the reading in the left column

What’s My Purpose? I want students to . . . • practice pulling out main ideas/main events • understand how to summarize • practice responding to reading by making connections, asking questions, showing their thinking • practice interpreting what we read • accept that different people respond differently to texts

When I read student work, I look to . . • see if they understand the difference between summary and response • see if students have included details in their summaries • see if they have any “thinking, feeling or connecting” statements in their responses • see if students are able to be specific in their responses • to see if their connections add to their understanding

© Lee Ann Spillane

How do I Assess Students?

LIST OF RELATED CITATIONS “How Do You Know? Initial Assessments that Drive Instruction” Presented by Lee Ann Spillane, Ed.S., NBCT

Allen, Janet. (1995). It’s Never Too Late. Portsmouth, NH: Heinemann. Cox, Bernard; Calder, Margaret; Ryan, Lisa ; White, Clayton; and John Fien. (2004). Appropriate Assessment. [Online] Available: http://www.unesco.org/education/tlsf/theme_d/mod22/ uncom22.htm Daniels, Harvey , and Bizar, Marilyn. (1998). Methods That Matter: Six Structures for Best Practice Classrooms. York, ME: Stenhouse. Durtis, Mary E. & Ann Marie Longo. (1999). When Adolescents Can’t Read: Methods and Materials That Work. Newton, MA: Brookline Books. Glatthorn, A.A. (1998). Performance Assessment and Standards-Based Curricula: The Achieve ment Cycle. Larchmont, NY: Eye on Education Inc. Kohn, Alfie. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Portsmouth, NH: Heinemann. Marzano, R.J. (2000). Transforming Classroom Grading. Alexandria, VA: Association Supervi sion and Curriculum Development. North Central Regional Educational Laboratory. (1995). Critical Issue: Working Toward Student Self-Direction and Personal Efficacy as Educational Goals.. [Online] Abailable: http:// www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm Teaching and Learning Laboratory at MIT. Types of Assessment and Evaluation. (May 2004). [Online] Available: http://www.mit.edu/afs/athena/org/t/tll/assessment/types.htm. Wiggins, G. McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Worthy, Jo; Broaddus, Karen, and Gay Ivey. (2001). Pathways to Independence: Reading, Writng, and Learning in Grades 3-8. New York, NY: The Guilford Press.

Bibliography Available Online at http://www.laspillane.org