According to Popham, formative

assessment is: a planned process in

which assessment-elicited evidence of
students status is used by teachers to
adjust their ongoing instructional
procedures on by students to adjust their
current learning tactics.
According to Popham, summative
assessment: takes place when
educators collect test-based evidence
to inform decisions about already
completed instructional activities such as
when statewide accountability tests are
administered each spring to determine
the instructional effectiveness of the
school system.
A collection of evidence through
assessment results.
Does not have to be paper/pencil
tests.
It is necessary to use the results of
assessment to adjust instruction and for
students to adjust their learning through
understanding their misconceptions.
Learning is accomplished through a
progression of knowledge and skills.
Knowledge and skills are like blocks. They
need to be stacked in a specific order so
they can set a strong foundation for the
next layer.
This is why some objectives begin with
based on prior knowledge the child will

Piagets research supports the Learning
Progression.
Schema is an idea or knowledge. A person begins
with a schema about something as base
knowledge.
A new stimuli appears and the mind is confused.
So the brain must assimilation to the new stimuli.
The brain connects the new schema with the prior
one (prior knowledge) and accommodates (joins
together) them to make a new schema.
Equilibrium is achieved by connecting the old and
new schema to make a more complete idea.


The graph on p. 282 shows how Piagets
theory applied.
Knowledge A + Knowledge B + Sub-skills
= Target objective
Teachers instructional Adjustments
Students Learning Tactic Adjustments
Classroom Climate Shift
School-wide Implementation
Identify adjustment occasions
Select assessments
Establish adjustment triggers
Make instructional adjustments
Consider adjustment occasions
Consider assessments
Consider adjustment triggers
Adjust learning tactics
Learning expectations
Responsibility for learning
Role of classroom assessment
Professional Development
Teacher Learning Communities

Standardized Tests are designed to yield
either norm-referenced or criterion-
referenced, that is administered, scored,
and interpreted in a standard pre-
determined way.

Percentiles
Quartiles
Grade-equivalent scores
Scale scores
Stanine
Ranked on a bell curve scale within
standard deviation (SD) distribution.
The range is 1-100% and the middle of
the bell curve is 50%.
Within 1 SD is 34%, 2 SD 14% beyond 2%
Related to the Percentile, the Quartile
divides the bell curve into 4 - 25% ranges.
This is meant to evenly divide the scores
to show the distribution from the lowest
quartile set of scores to the highest.
For example, if a test was given and
there were 75%+ that passed then this
would be evidence of a high pass rate in
the 3
rd
quartile.
Grade equivalent takes a level of scores
and assigns them to a grade level based on
10 months.
For example, if school started in Sept. and it
was Feb. the grade equivalent would be
0.5 and 0.9 by June.
This is often used for scores such as the
Accelerated Reader test.
For example, a child may be in 4
th
grade
reading on a 6.2 grade level (6
th
grade, 2
nd

month Nov.)
Raw score is the actual score of the # right
out of the total # of items.
Scale scores are converted raw scores to
demonstrate a level of achievement and not
level of ability.
General scores may be unevenly distributed
(skewed) and need redistribution.
A class example would be as if no one made a
perfect score on a test and many did not do
well, so the teacher takes the highest score
and makes it the top score and raises the rest.
A Norm Curve Equivalent score takes a
set of scores and ranks them into a scale
to fit on a bell curve.
In this case, the distribution is not even
and is ranked into even groups.
The distribution in the new bell shape is
divided into 9 components (stanines).
The 5 stanine represents about 20% of
the score distribution while #1 & #9
represent about 4%.

Percentile/Quartile
Interpretable
Dependent on the
norm group
Grade Equivalent
Communicable
Often
misinterpreted
Scale Score/Stanine
Useful in equalizing
difficulties of
different tests
Not easily
interpreted
When preparing students for taking a
high-stakes standardize test, you must be
careful to consider what is ethical
practice.
The intent of a test is to evaluate a
childs knowledge and skill, not to know
just how to take (beat) a standardized
test.
There is a 2
nd
power point I will show that
came from a school district in Missouri. In
my experience this is used in many
school systems across the nation. Within
my years as a elementary teacher, these
strategies were used.
Previous-form: Use publically released
test items
Current-form: NO (book says yes but in
my experience this is not acceptable)
Generalized: Strategies that are easy to
remember on any test.
Same format: Teacher created multiple
choice tests.
Varied format: Use the style (look) of test
items common to the test.
Teaching to knowledge and skills that will
be represented on the test.
Teaching direct information that is likely
to be on the test. (Ex. silo)
Teaching directly to previously known
test items. (Cheating by using previous
test items that will be on the current test.)
Pre-test/Post-test
Provide a pre-test of
the objectives to be
taught.
Provide instruction
Use the same
assessment to test
the objectives and
show evidence of
learning.
Split & Switch
Test form A & B
Divide class in half
Half A/ Half B
Instruction
Group A gets test B
and group B gets
test A
Analyze
Examine Figure 15.3
Examine Figure 15.4
Examine Figure 15.5
Alignment Leniency: Does it align with
the standard?
Too easy: Anyone could get it right
Too hard: No one will get it right
Flawed Item: Poorly written/Ambiguous
Bias: Unfair advantage to a group
Aptitude: Only good for natural higher-
level thinkers
Absolute: grading is awarded instead of
earned. (An A is an A no matter how
well or not well the students did on the
test.)
Relative: Best to worst spread (scale
grade)
Aptitude: Performance vs. potential
Examine Extended Applications
P. 413-499 (You do not have to do
anything with this information, it is for
extended understanding only.)
Now that Ive given you 3 weeks of
intense information about assessment, it
is your turn to show what you have
learned.
Write a 5 page reflection to summarize
what you have learned from the
Popham book.