Successful

Leaning in the
Classroom
Types of Assessments:

Diagnostic This is information that is collected before instruction on a given topic occurs. This

Assessments is a diagnostic tool for teachers to assess what a students prior knowledge is on
that given topic so that they know if reteaching needs to occur or not.

Formative This is many assessments given throughout the unit to confirm what is being

Assessments taught with the focus of improving their work as they proceed throughout the unit.
The following are different formats given: exit tickets, check in's, individual
conferences, viewing students working on problems given by the teacher etc. This
allows me to see if a student's accuracy is at least 80% or if any reteaching by the
teacher needs to occur.

Summative This is a final assessment given for the overall content area the student has been

Assessments recently learning. This assessment can be paper/pencil or digital however no more
reteaching by the teacher takes place here.

Grading vs Scoring

Grading is associated with summative assessment where the student is given a final letter grade.

Scoring is associated with formative assessment where the student is evaluated on the number of correct answers over
a specific unit/topic to make sure that achievement is occurring. If it isn't, intervention can occur early with a student to
increase success.
 Rubric

Rubrics are scale based on predetermined criteria that has two functions: It allows for students to see what is expected
for its point value and it supports the teachers analysis based off of the students work.

Students can devise a rubric for the teachers to use to see where their headspace is on a given topic. This may allow
teachers to know where a student is stronger in a given unit and where other work may be needed before the summative
assessment. The students rubric can be compared with the teachers to see if the expectations align among a given unit.

How to incorporate formative assessment in daily lessons?

Since formative assessments can range from many different techniques, I will provide a few examples.

Card sort- after being taught a lesson, students will have equations or answers on many cards. Students will have to pair them up.
Once they are complete with the activity, the teacher will check it. Once checked, the student will check behind the teacher with a
basic calculator.
Picture- after being taught a lesson, allow students to draw images to match equations being solved. The teacher can walk around
the room and observe the equations being solved. Set a 5 minute timer and allow students to walk around the room and solve other
peoples equations like a gallery walk.