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Formative Assessments

“It is important to be aware of what types of assessments are being used and for what purposes within specific instructional contexts.” Chappuis & Stiggens , 2008. Formative Assessments. Inform our instruction Linked to targets of daily instruction Provide continuous information

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Formative Assessments

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  1. “It is important to be aware of what types of assessments are being used and for what purposes within specific instructional contexts.” Chappuis & Stiggens, 2008

  2. Formative Assessments • Inform our instruction • Linked to targets of daily instruction • Provide continuous information • Assessed while teaching is underway • Others?

  3. Summative Assessment • Measure student progress (assign a grade) • Reflect the level of student learning at a particular point in time • Assessed after completing instruction • Others?

  4. Screening Assessments – A “Thermometer” CBM reading fluency is a reliable indicator of general reading achievement. It is like a thermometer that quickly and reliably provides a “health index” of the student’s general reading achievement. CBM is not a diagnostic tool, nor does it tell what medicine, (i.e., reading instruction) is needed if the student is not “feeling well.” Just like a thermometer, CBM can be used frequently to monitor progress. As the student is “getting better” with the appropriate intervention, the student’s progress monitoring data shows this improvement.

  5. Screening Assessments • Quick measurements of general performance • Assess instructional effectiveness • Others?

  6. Diagnostic Assessments • In-depth measurements to find student strengths and areas of need • Helps to determine why instruction is or is not effective for individual students • Helps us decide what specific instruction is needed and helps to inform us on how it should be implemented

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