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    Classroom Management

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    Hazel Panado
    Summative assessments occur at the end of a learning period to evaluate what students have learned, formative assessments occur during instruction to guide teaching and help students improve their learning, and diagnostic assessments occur before instruction to identify student understanding and needs. Standards define the skills and knowledge students should obtain and guide educational goals and instruction, and are used to measure achievement across states. Assessments for classroom instruction have lower stakes than high-stakes accountability assessments that affect large numbers of people and programs.

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    Classroom Management

    Uploaded by

    Hazel Panado
    21 views3 pages
    Summative assessments occur at the end of a learning period to evaluate what students have learned, formative assessments occur during instruction to guide teaching and help students improve their learning, and diagnostic assessments occur before instruction to identify student understanding and needs. Standards define the skills and knowledge students should obtain and guide educational goals and instruction, and are used to measure achievement across states. Assessments for classroom instruction have lower stakes than high-stakes accountability assessments that affect large numbers of people and programs.

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    Summative assessments occur at the end of a learning period to evaluate what students have learned, formative assessments occur during instruction to guide teaching and help students improve their learning, and diagnostic assessments occur before instruction to identify student understanding and needs. Standards define the skills and knowledge students should obtain and guide educational goals and instruction, and are used to measure achievement across states. Assessments for classroom instruction have lower stakes than high-stakes accountability assessments that affect large numbers of people and programs.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views3 pages

    Classroom Management

    Uploaded by

    Hazel Panado
    Summative assessments occur at the end of a learning period to evaluate what students have learned, formative assessments occur during instruction to guide teaching and help students improve their learning, and diagnostic assessments occur before instruction to identify student understanding and needs. Standards define the skills and knowledge students should obtain and guide educational goals and instruction, and are used to measure achievement across states. Assessments for classroom instruction have lower stakes than high-stakes accountability assessments that affect large numbers of people and programs.

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    of 3

    1.

    Classroom assessments fall into three categories, each serving a


    different purpose. Summative assessments summarize what students have
    learned at the conclusion of an instructional segment. These assessments
    tend to be evaluative, and teachers typically encapsulate and report
    assessment results as a score or a grade. Familiar examples of summative
    assessments include tests, performance tasks, final exams, culminating
    projects, and work portfolios. Evaluative assessments command the
    attention of students and parents because their results typically “count” and
    appear on report cards and transcripts. But by themselves, summative
    assessments are insufficient tools for maximizing learning. Waiting until the
    end of a teaching period to find out how well students have learned is
    simply too late.
    Two other classroom assessment categories—diagnostic and formative—
    provide fuel for the teaching and learning engine by offering descriptive
    feedback along the way. Diagnostic assessments—sometimes known
    as pre-assessments typically precede instruction. Teachers use them to
    check students' prior knowledge and skill levels, identify student
    misconceptions, profile learners' interests, and reveal learning-style
    preferences. Diagnostic assessments provide information to assist teacher
    planning and guide differentiated instruction. Examples of diagnostic
    assessments include prior knowledge and skill checks and interest or
    learning preference surveys. Because pre-assessments serve diagnostic
    purposes, teachers normally don't grade the results.
    Formative assessments occur concurrently with instruction. These ongoing
    assessments provide specific feedback to teachers and students for the
    purpose of guiding teaching to improve learning. Formative assessments
    include both formal and informal methods, such as ungraded quizzes, oral
    questioning, teacher observations, draft work, think-alouds, student-
    constructed concept maps, learning logs, and portfolio reviews. Although
    teachers may record the results of formative assessments, we shouldn't
    factor these results into summative evaluation and grading.
    2. Developing a classroom environment conducive to learning is a
    process that entails staging the physical space, getting the students to
    cooperate, creating a communal environment, and finally maintaining a
    positive classroom climate and culture.
    3. Standards set clear and measurable goals. There’s a common
    misunderstanding surrounding standards. Individuals often perceive
    standards as the curriculum or course of study in a particular subject.
    Rather, standards inform educators about what the outcomes of a
    course of study should be. Common Core and other state college and
    career readiness standards define the skills and knowledge that students
    must obtain to be prepared for college, work and life; standards also
    guide the goals that educators must work toward.
    *Standards inform instruction. Standards are what curriculum,
    assessments and professional development are designed to support and
    achieve. At Apex Learning, curriculum development starts with
    standards. Our standards-based curriculum is designed around Depth of
    Knowledge, which was developed by Dr. Norman Webb of the University
    of Wisconsin to ensure accountability, student achievement and that
    learning will lead to successful outcomes on high stakes exams. 
    *To develop curriculum content, we also utilize Understanding by
    Design, or Backward Design. In this process, we begin with assessments
    as opposed to curriculum, determining the specific skills and knowledge
    that are being assessed and defining the level of rigor students are
    required to reach in those areas. We then ask ourselves what would be
    the most effective way to assess student performance to show mastery
    to the level of rigor necessary. Finally, we build instruction to align with
    the assessment. If standards change or new standards are introduced,
    we use this process to create new content that will help students
    achieve them.
    *Standards help measure achievement. The dictionary.com definition of
    “standard” is “something considered by an authority or by general
    consent as the basis of comparison; an approved model.” This describes
    the basic idea of Common Core and other state college and career
    readiness standards. These form a common set of goals that can be
    measured within a state or across the country to determine student
    success. 
    4. Assessments for classroom instructional purposes are typically low
    stakes, that is, the decisions to be made are not major life-changing
    ones, relatively small numbers of individuals are involved, and incorrect
    decisions can be fairly easily corrected. Assessments for accountability,
    on the other hand, are usually high stakes: The viability of programs that
    affect large numbers of people may be at stake, resources are allocated
    on the basis of performance outcomes, and incorrect decisions
    regarding these resource allocations may take considerable time and
    effort to reverse—if, in fact, they can be reversed.

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