Assessment

• more narrative and • judges value

qualitative than
quantitative
• helps teachers determine
students’ strengths and
weakness
• helps teachers gain insight
into how to improve
instruction and achievement
• provides information for
planning instruction for
students
• helps teachers monitor
student learning
• “everyday checkpoints”
• used in the improvement of
educational programs
•documents on-going learning
• can be student completed or
teacher completed
• more quantitative than
qualitative
• documents outcomes/
products
• reports to stakeholders
• produces self-reports for
accreditation
• evaluates personnel for
promotion
• certifies the achievement of
students
• evaluates students’
understandings of knowledge
and skills
• “sums up” learning and
pulls it all together at the end
• created by educators and
completed by students

© Adapted by Lee Ann Spillane from

Teaching and Learning Laboratory at MIT
 Name
Date Name:
Date:
1. Today I am for Fiction
Directions: Show your thinking about your reading!
2. Reading is

3. After school I like to

4. My idea of a good time is Draw! Think of a scene, Remember! Recall three
item or character from our main events
5. Writing is reading and draw it. Label
your drawing with details
6. When I read, I from the text.
7. Adventure stories are

8. True-life stories are

9. I like books about

10. My favorite subject is

11. I like to read when

Connect! Describe a Predict! What do you think
12. When my parents connection you can make will happen to the main
between the book, the world, character? Why ?
13. Comic books your experience, or another
14. At home we have book. Then explain how the Answer:
connection helps you better
15. I feel proud when understand our reading.
16. On weekends I
Connection: Reasons:
17. School is 1.

18. When I finish high school 2.

19. If teachers read
How it helps me better
understand our reading:
20. I’d read more if

© Adapted from Dr. Janet Allen, It’s Never Too Late with permission by Lee Ann Spillane © Lee Ann Spillane
 Name

DIRECTIONS: Write what you think about each topic in each box below. Favorites? Likes?

Television Reading

My Favorite Things to Do My Friends & I like . . .

My Favorite Things About School In the Future I . . .

© Lee Ann Spillane

• Letters
• Sentence Completions
• Surveys
• Inventories
• Team Building Activities
• Writing Samples
• Conferences
• Pre-tests
• Data Snap Shots
• Parent Letters
• Histories

© Lee Ann Spillane

 Roles & Goals I Can't Accept Not Trying
"If you can perceive it you can achieve it!" -Michael Jorda

"Dreamers ARE doers!"

1. Brainstorm the different roles you Using a personal role and the role of student or reader, generate a list of goals, or things you
like to accomplish. Write each role in the triangle below, and list your goals beneath
play and list them below.
"When you reach for the stars, you might not
one, but you won't get a handful of mud either
-Leo Burnett, Burnett Advertising Agen

Now, look at your lists. Categorize your goals into either long term goals or short term
g
als rm
n

a l s rm
ng
Go Te
Lo

Lo
Go T e
2. Make a pie

© Adapted by Lee Ann Spillane from a presentation by Dr. Judy Johnson, UCF
chart of your
many roles; Short Term Goals
Short Term Goals
section the pie to
show the
percentage of Choose one of the above goals and create an action
plan. Make it colorful. Put first in your notebook or
time you devote
journal. Mentally rehearse the steps you need to
to each of your complete; picture yourself successfully reaching
many roles. your goal. Keep your plan handy and look at; think
about it. Dream it when you need reminding.
 Class:
Total Students Enrolled:
Test:

ADVANCED

Students at this Level % of Class

PROFICIENT

Students at this Level % of Class

BASIC

Students at this Level % of Class

BELOW
BASIC

Students at this Level % of Class

NOTES Goal:
_____ students, or _____ % of the class will achieve at a level _____ or above.

© Adapted from Dr. Jane Chaney by Lee Ann Spillane

 Class:
Passage: Passage: Passage: Passage:
WPM
Date: Date: Date: Date:
200

195
190

185

180

175

170

165

160

155

150

145

140

135

130

125

120

115

110

105

100
95 © Lee Ann Spillane
 Class:
Passage: Passage: Passage: Passage:
WPM
Date: Date: Date: Date:
160

155
150

145

150

135

130

125

120

115

105

100

95

90

85

80

75

70

65

60

55
50 © Lee Ann Spillane
 A CLASS PICTURE
QUESTIONING INSTRUCTION Goal/Focus: Group: Content:
Yearly Goal: Group: Content: ____________ ____________ ________________
____________ ____________ ________________
Name Interests Strengths Needs Next Steps
Background Interests Strengths Needs Next Steps
&
History
How will you How will you How will you How will you How will you
honor and capitalize on build on address diverse individualize
incorporate interests to strengths in needs and for diversity
individual create order to move abilities within while at
differences? engagement? forward? the group? the same time
creating the big
picture?

Whole
Group
© Lee Ann Spillane
Picture
© Lee Ann Spillane
 READING LOG BOOK MARK READING LOG BOOK READING LOG BOOK
Date Time Book Title Ending Date Time Book Title Ending Date Time Book Title Ending
Read Read Read

1/18 7:30- 8 p.m. St. Michael’s Scales 103 1/18 7:30- 8 p.m. St. Michael’s Scales 103 1/18 7:30- 8 p.m. St. Michael’s Scales 103

© Adapted from Janet Allen, Yellow Brick Roads, by Lee Ann Spillane © Adapted from Janet Allen, Yellow Brick Roads, by Lee Ann Spillane © Adapted from Janet Allen, Yellow Brick Roads, by Lee Ann Spillane
 Class Period
Date
READING RECORD
Name Book Title Notes Monday Tuesday Wednesday Thursday Friday

© Adapted by Lee Ann Spillane from Nancie Atwell, In the Middle and Janet Allen, Yellow Brick Roads
What are the Directions?

• fold a piece of paper “hot-dog” style

• label the left column summary
• label the right column response
• after our reading write 2-3 sentences in the summary
column that summarize the main points of the reading
• write your response to the reading in the left column

What’s My Purpose? I want students to . . .

• practice pulling out main ideas/main events

• understand how to summarize
• practice responding to reading by making connections,
asking questions, showing their thinking
• practice interpreting what we read
• accept that different people respond differently to texts

How do I Assess Students?

When I read student work, I look to . .
• see if they understand the difference between summary
and response
• see if students have included details in their summaries
© Lee Ann Spillane

• see if they have any “thinking, feeling or connecting”

statements in their responses
• see if students are able to be specific in their responses
• to see if their connections add to their understanding
 LIST OF RELATED CITATIONS

“How Do You Know? Initial Assessments that Drive Instruction”

Presented by Lee Ann Spillane, Ed.S., NBCT

Allen, Janet. (1995). It’s Never Too Late. Portsmouth, NH: Heinemann.

Cox, Bernard; Calder, Margaret; Ryan, Lisa ; White, Clayton; and John Fien. (2004). Appropriate
Assessment. [Online] Available: http://www.unesco.org/education/tlsf/theme_d/mod22/
uncom22.htm

Daniels, Harvey , and Bizar, Marilyn. (1998). Methods That Matter: Six Structures for Best
Practice Classrooms. York, ME: Stenhouse.

Durtis, Mary E. & Ann Marie Longo. (1999). When Adolescents Can’t Read: Methods and
Materials That Work. Newton, MA: Brookline Books.

Glatthorn, A.A. (1998). Performance Assessment and Standards-Based Curricula: The Achieve
ment Cycle. Larchmont, NY: Eye on Education Inc.

Kohn, Alfie. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining the
Schools. Portsmouth, NH: Heinemann.

Marzano, R.J. (2000). Transforming Classroom Grading. Alexandria, VA: Association Supervi
sion and Curriculum Development.

North Central Regional Educational Laboratory. (1995). Critical Issue: Working Toward Student
Self-Direction and Personal Efficacy as Educational Goals.. [Online] Abailable: http://
www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm

Teaching and Learning Laboratory at MIT. Types of Assessment and Evaluation. (May 2004).
[Online] Available: http://www.mit.edu/afs/athena/org/t/tll/assessment/types.htm.

Wiggins, G. McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for

Supervision and Curriculum Development.

Worthy, Jo; Broaddus, Karen, and Gay Ivey. (2001). Pathways to Independence: Reading, Writng,
and Learning in Grades 3-8. New York, NY: The Guilford Press.

Bibliography Available Online at

http://www.laspillane.org