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Table of Contents

Purpose and Principles of Effective, Quality Assessment p. 3

Assessment Beliefs Statement p. 5

Purpose and Principles of Effective Grading p. 8

Grading Beliefs/Effective Grading Statement p. 11

Purpose and Principles of Effective Data Use p. 13

Data Beliefs/Effective Data Statements p. 15

State Mandated Standards/Identified Objectives p. 16

Summative Assessment p. 19

Interim Assessment (Formal Checkpoints). p. 32

Formative Assessments p. 42

Application of Research p. 46
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The Purpose and Principles of Effective, Quality Assessment

According to educational researchers, different assessments serve many

uses and users. Teachers assess to obtain evidence of student learning,

determining the teacher’s instructional decisions. Assessments can occur on a

small scale to gauge students’ understanding about a current lesson, or

assessments can occur on a larger scale as they are administered by state and

national educational leaders (Stiggins et. al, 2007).

The following are components of a Balanced Assessment System (Wisconsin

Department of Public Instruction, 2010):

1. Formative Assessment – Consists of daily ongoing student-centered

evaluation strategies. It’s used to quickly inform instruction and give

immediate feedback.

• Benefits Over Other Assessments: Quick response from students;

highly engaging

2. Interim Assessment – Consists of periodic assessments to monitor students’

progress. It includes many data points across time, and it is

classroom/school-centered.

• Benefits Over Other Assessments: Helps schools adjust instruction

because of its predictive nature

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3. Summative Assessment – An annual snapshot of large-scale standardized

assessments. It is school/district/state-centered, used to evaluate students’

cumulative learning.

• Benefits Over Other Assessments: Gives students the opportunity to

prove their learning as a whole; evaluates a teacher or a

curriculum’s effectiveness long term

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Educational Testing Service (2006)

1) Why
Assess?

4)
Communicate
How?

2) Assess
what?
Avoid bias
while
assessing
Students can
3) Assess participate In
assessment too
How? Teach students to
(Design) communicate and track
progress
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Purposes and Principles of Effective Grading:

In the 1950s, education primarily focused on students’ cognition and

understanding of content. However, as decades have passed, assessments are
currently more centered on curriculum and the socio-political context of
education (see the figure below). While educators have certainly obtained
more resources to reach students in a variety of ways, we have strayed from the
basics of education—verifying that students truly understand information.
Teachers and educational legislatures should ask themselves the following
questions (Pellegrino, 1999):

1. Is our current state of mental assessments (like the SAT, ACT, LSAT, ect.) a
comfortable and useful place?
2. How did our nation obtain this culture of assessment?
3. What should we change?
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Feedback Versus Grading:

According to Wormeli (2010), grading is a representation of a student’s learning

based on specific objectives and standards. As students provide consistent
evidence over time, grades help teachers indicate what students know.
Feedback also allows students to obtain an indication of their level of
understanding, but it is often more personalized and relational than letter or
number grades.

Different Grading Systems:

1. Standards-Based vs. Traditional (O’Conner, 2002)

 Harper 10

2. Average Score, Median Score, and Deleting the Lowest Score (Guskey, 2009)

There are both advantages and disadvantages to averaging a student’s grade.

It makes all assignments/assessments of equal weight and importance. Yet,
Guskey (2002) argues against taking the average of students’ scores: “If a final
examination or summative performance truly represents a comprehensive
assessment of what students have learned, how can an A level of performance
there translate to a C or D for the course grade?” (p. 777) In other words,
teachers should reward students for understanding information at the end of a
unit or semester. If a student proves he or she can do A work, Guskey believes
he or she should receive an overall A.

3. Zeros are Prohibited:

Several teachers have debated whether students should earn zeros on their
assignments. George Knights from Solution Tree advocates for a system called
ZAP—zeroes are prohibited. Students are held to a very high standard as
teachers ask them to complete work, even if it is late. However, other teachers
believe this is unfair because it does not benefit the students who do turn in their
work on time.
My Harper 11

Grading
beliefs Project-based learning, as well as
group learning, allows students to
demonstrate creativity. Students also
have the opportunity to work at their
6 point grading own pace (rather than being limited
system . a = 90 - during a testing slot).
100%. and f = 16.7% <
(Folsom Cordova Unified School District,
n.d.)

Often, students simply memorize

information to get a good grade on
a quiz or test. There Is no
demonstration of personalized
6-5.0 = Expert
learning.
4.9-4.0 = Proficient
3.9-3.0 = Apprentice
2.9-2.0 = Novice
1.9-1.0 = Unsatisfactory
(THERE ARE NO ZEROS!)

Provide
Feedback
Homework:
I want my students to
understand that I view their
learning as a long-term process.
Elementary: Reading logs. Other As a result of my written
homework - once a week. feedback and student-teacher
Middle School - I will coordinate conferences, I want students to
with students' other teachers to develop confidence in their
ensure they are not overloaded with abilities to learn and produce
homework assignments. work.
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- Effective Grading does determine whether a student put in strong effort.

- Effective Grading does not break scores into unfair intervals. All grades are
equal.
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The Purpose and Principles of Effective Data Use

Multiple Measures of Data:

• Demographics – Enrollment, attendance, drop-out rate,
ethnicity, gender, grade level
• Perceptions – Perceptions of Learning Environment,
Values and Beliefs, Attitudes, Observations
• Student Learning – Standardized tests, norm/criterion-
referenced tests, teacher observations of abilities,
authentic assessments
• School Processes – Description of school programs and
processes
According to Bernhardt (1998), the four measures of data listed above are
crucial to meeting the needs of all students. Teachers can use these measures
data to study patterns in students learning in a variety of ways: they can study
the data individually, with other teachers to compare findings, and
administrators to note students’ strengths and weaknesses. As noted in the
graphic below, different types of data serve different purposes, and the
crossover between two or more tell teachers unique pieces of information. For
example, when a teacher examines perceptions and school processes
together, he or she may ask, “Are there differences in how students enrolled in
different programs perceive the learning environment?” (p. 3)

Another Approach to Data:

• Student Achievement – While it is beneficial for teachers
to examine the ways in which students succeed, doing
so only prompts teachers to focus on the results.
Studying student achievement never tells teachers what
they should do with the results (Bernhardt, 1998).
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Protocol to Effectively Use Data (Education for the Future Initiative, 2006):
1. Identify the problem
2. Describe Hunches and Hypotheses
3. Identify Questions and Data
4. Analyze Multiple Measures
5. Analyze Political Realities and Root Causes
6. Develop Action Plan Resolution
7. Implement Action Plan
8. Evaluate Implementation
9. Improve the Process
10. Start over again! (Identify the problem)
My Data Beliefs
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Effective Data Statements

I will use the multiple measures of

data (Bernhardt, 1998) to treat
learning as a wholistic perspective.

I will not let my bias of students'

behaviors affect my interpretation of
data.

I will be open to learning new

processes of analyzing data. I will
honor my coworkers' opinions.

I will not allow data to be stagnant

information. I will use it in practical
ways to help former, current, and
future students.

I will maintain a childlike curiosity,

always looking for hypotheses and
hunches.
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Sample Unit: State Mandated Expectations/Standards and Identified

Objectives

Explanation/Purpose of Unit (Timeline of 3 Weeks)

This three-week unit teaches third graders to look for context clues while reading

and writing. As students strengthen their awareness of context clues, they will

also improve other elements of reading: fluency, vocabulary, and

comprehension. We will begin with the standard L.3.4.a, which focuses on

phonics and the silent e.

The resources for five different assessments are attached in the pages to follow.

The assessments include various types of learning, including independent

learning and collaborative. For the summative assessment, I will perform a

running reading record based on students’ individual reading levels. Then, I will

share the information I found with students’ parents.

Week One:
• L.3.4.a – “Use sentence-level context as a clue to the meaning of a word
or phrase.”
o Objective 1: The student will identify the effect of the silent ‘e’ by
fixing incorrectly spelled words while gathering clues from a
sentence’s context with the whole class. The student will then
individually distinguish where syllables are located in two-syllable
silent ‘e’ words, and his or her performance will be measured
proficient by correctly completing nine “Syllable Match” problems
and reading the nine words aloud without major errors.
Week Two:
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• L.3.4d – “Use glossaries or beginning dictionaries, both print and digital, to

determine or clarify the precise meaning of key words and phrases.”
o Objective 2: The student will compare and contrast the meanings of
vocabulary words from Judy Moody Saves the World using context
clues from sentences read aloud to them by their peers (Handout
1). With his or her partner, the student will distinguish synonyms of the
vocabulary words through an online thesaurus, Word Hippo.
Students will be measured proficient by individually analyzing
vocabulary definitions as they write eight out of ten words in a
sentence properly.
Week Three:
• “Explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects
of a character or setting).
o Objective 3: Students will compare and contrast characters’ points
of view with their own while reading Two Bad Ants as a whole class
and A Surprising Setback with a buddy. At the end of the lesson,
students will be measured proficient in identifying two perspectives
of a story by orally answering two out of three “Point of View”
questions correctly with their buddy and individually writing three
sentences from the perspective of Leo’s coach in A Surprising
Setback.

Week Four:
• RF.3.4c – Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
o Objective 4: Students will identify words read incorrectly in their
leveled readers and go back to reread the text to self-correct using
the “Smooth It Out” strategy on their bookmarks during
independent reading. The students will be measured proficient in
identifying words read incorrectly by individually writing one
challenging word found when reading and identifying the strategy
used to self-correct on the exit ticket at the end of the lesson.
o Objective 5: Students will apply their knowledge of self-correcting
strategies and recognition of context clues as they perform a
running reading record based on their indicated levels of reading.
Students will be measured proficient by individually reading the
book aloud to the teacher and demonstrating 95% accuracy in
their reading.
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Assessment Titles

Formative – Joey’s Trip to the Farm Handout

Formative – Point of View Compare and Contrast Chart

(Two Bad Ants lesson)

Interim – Vocabulary in Context

Interim – Buddy Reading Questions

Summative – Running Reading Record: “Gymnastics”

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Summative Assessment Blueprint:

FLUENCY RUBRIC

1. RATE FLUENCY Word-by-word reading

1
No expression
While the overall sound of the student’s reading is fresh in your
Slow reading with a mix of
mind, use the Fluency Rubric to determine the student’s reading word-by-word and phrased reading
2
fluency rating. Some expression

Mostly phrased reading with a

moderate pace
3
Mostly appropriate expression

Smooth and fast-paced reading

2. ASSESS COMPREHENSION 4
Consistent, appropriate expression
Directions:
• Remove the text. Ask the student to retell what they read. Say, “Tell me what happened in this book.” Rate the
retelling using the Retelling Rubric. You can prompt the student with phrases such as “Tell me more,” or “What
else happened?” without affecting the rating.
• Next, ask the comprehension questions. We have provided sample answers, but use your best judgment when
scoring the responses. If the student answered the question during the retelling, simply give credit for the answer.

Complete Partial Wrong or

COMPREHENSION QUESTIONS answer answer no answer

1. Would gymnastics be a good sport for you? Why or why not?

RETELLING (Evaulate) 1 0.5 0
RUBRIC (strong, like to jump, good sense of balance, etc.)
Recalls little or no information 1 2. Female gymnasts need a lot of strength and flexibility? What
Retells most of the information
2
does it mean to have flexibility? (Vocabulary) 1 0.5 0
(main ideas/facts)
(able to bend)
Retells all important information
and adds personal thinking 3 3. What is one thing all gymnasts need to do gymnastics?
and inferences
(Key Details) 1 0.5 0
(to be strong)

Question Score: ______

+ Retelling Score: ______

= Comprehension Score: ______

3. REFLECT
• What did you learn about the student as a reader?
• Does the student read accurately? Consider their errors and how to improve accuracy.
• Does the student read with phrasing and fluency? If not, provide more instruction in fluency.
• Does the student understand what they are reading? If not, provide more opportunities for discussion of themes,
concepts, and story structure to help the student build deeper understanding of what they are reading.

WHEN ACCURACY AND THE THIS TEXT IS AT USE TEXTS AT THIS NEXT ASSESSMENT STEPS
RATE IS ... COMPREHENSION THE CHILD’S ... LEVEL FOR ...
SCORE IS ...
98–100% 4–6 independent level independent Try moving the student up 1–2
reading text levels

98–100% 0–3 instructional level guided reading Use this level for guided
reading
95 –97% 4–6
93–94% <3 frustration level read-alouds and shared Try moving the student down 1–2
reading text levels
Below 93% 0–6

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3
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Summative Assessment:
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Analysis of Errors
Count and Self-Corrections
E SC
PAGE E SC MSV MSV

that both boys and girls compete in,

and there are some events that are

only for boys or that are only for girls.

8 Female gymnasts need a lot of strength

and flexibility to do routines on the uneven

parallel bars. The gymnasts do swings, circles,

and handstands while competing

on the uneven bars.

9 Male gymnasts must be very strong

to compete on the high bars.

They swing around the bar,

twist, and change direction.

At the end, they will do flips

or somersaults in the air

before landing on the floor.

This is called a dismount.

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Summative Assessment Data:

Ben Mark Kaley

Words Missed 2 8 20
Accuracy Rate 98% 95% 88%
Self-Correct Rate 0 1 to 4 1 to 21
Fluency Score 4 3 1
Comprehension Score 6 4.5 2.5
 Harper 32

Interim Assessments:

• L.3.4d – “Use glossaries or beginning dictionaries, both print and digital, to

determine or clarify the precise meaning of key words and phrases.”
o Objective 2: The student will compare and contrast the meanings of
vocabulary words from Judy Moody Saves the World using context
clues from sentences read aloud to them by their peers (Handout
1). With his or her partner, the student will distinguish synonyms of the
vocabulary words through an online thesaurus, Word Hippo.
Students will be measured proficient by individually analyzing
vocabulary definitions as they write eight out of ten words in a
sentence properly.
• RF.3.4c – Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
o Objective 4: Students will identify words read incorrectly in their
leveled readers and go back to reread the text to self-correct using
the “Smooth It Out” strategy on their bookmarks during
independent reading. The students will be measured proficient in
identifying words read incorrectly by individually writing one
challenging word found when reading and identifying the strategy
used to self-correct on the exit ticket at the end of the lesson.
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Vocabulary in Context Rubric:

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Formative Assessment Data:

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Handout 1

Buddy Reading Questions

(Students will read these questions aloud to one another for the anticipatory set/informal
formative assessment).

1. Does your notecard smell like rubbish, or does it smell good?

2. Can you hardly smell your notecard, or can you smell it really
well?

3. Is it easy or complicated to describe what this card smells like?

4. If this card was smelly because lots of juice dripped on it, what juice
do you think it would be? What juice does it smell like?
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Formative Assessments:

Joey’s Trip to the Farm

• At their desks, students will complete Handout 1: Joey’s Trip to
the Farm as they follow along with my copy, which I will
complete on the overhead projector. Together as a class, we
will identify eleven incorrectly spelled words and use the
knowledge of the silent ‘e’ and long vowel sounds to rewrite
the words correctly (See ‘Guided Practice’ below).
o Intended Data Gathered & Specific Intervention Plan: I will
assess whether students understand the purpose of the
silent ‘e’ and its ability to create a long vowel sound by
asking the students to start the sixth problem of Handout 1
by themselves (rod/rode) as I walk around the class to
monitor how well students have been following along.
After guiding students through the rest of the problems, I
will ask students to turn their papers in to me to evaluate
their understanding. If students still spelled three out of
eleven words incorrectly, I will meet with them in a small
group during the class’s independent practice (along with
students who struggled with the informal formative
assessment).
 Harper 43

Point of View
• Students will exhibit understanding in comparing the point of
view of a human and an ant based on the text Two Bad Ants.
As I am reading the text aloud to the class, I’ll call students up
to the front of the class to fill out a model of the “Point of View
Chart” on an easel/poster board. I will use inquiry, asking, “How
would you feel if you noticed an aunt inside the teacup you
are about to drink out of?” “How do you think an aunt would
feel swirling in a cup of tea?” Once a student raises his or her
hand to answer, he may write both the human’s point of view
and ant’s point of view side by side on the poster board.
o Intended Data Gathered & Specific Intervention Plan: For
this assessment, students will relate their own thoughts to
the thoughts/actions of the characters. This “Point of View
Chart” will help logical-mathematical learners because
they can visualize the two points of view in organized lists
and analyze both sides. If I notice a student is struggling to
answer my questions about the differences between an
ant’s perspective and a human’s perspective, I will spend
individual time with him or her during the summative
assessment, particularly with the writing assignment
(question #4). For students who show proficiency early in
the lesson, I will allow them to read Two Bad Ants aloud to
the whole class instead of reading it myself (this is
effective fluency practice as students will be able to hear
the peer reading the same text I was reading). By giving
an advanced student that role, it will challenge him or her
because the book is for grades three to five.
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References

Bernhardt, V. L., (1998). Invited Monograph No. 4 California Association for Supervision and

Curriculum Development (CASCD).

Folsom Cordova Unified School District (n.d.)

Guskey, T.R., McElligott, J., and Brookhart, S.M. (2009). Practical Solutions for Serious

Problems in Standards-Based Grading. Thousand Oaks, CA: Corwin Press, Inc.

Knights, G. (Nov. 30, 2010). Solution Tree [YouTube channel]. YouTube.

https://www.youtube.com/watch?v=IgROr3o9_rY

O’Connor, K. (2002). How to Grade for Learning: Linking Grades to Standards, 2nd Edition.

Arlington Heights, IL: SkyLight Professional Development.

Pellegrino, J. W. (1999). The Evolution of Educational Assessment: Considering the Past and

Imagining the Future. University of Illinois at Chicago.