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  • FORMATIVE AND SUMMATIVE? FORMATIVE https://slideplayer.com/slide/8805744/. SUMMATIVE.
  • ARE STUDENTS LEARNING. Are all components in my assessment toolkit valid measures of what I intend to assess? . Do the elements of my assessment toolkit that I use for reporting include a sufficient sample of learning? . Grading and reporting student achievement is a caring, sensitive process that requires teachers' professional judgment.. Do I use data from my assessment toolkit to adjust instruction for individual students and for the whole class?. Is my assessment toolkit for this class manageable in terms of my workload?. Is my assessment toolkit responsive to individual student needs?. Are all the components in my assessment toolkit reliable measures of what I intend to assess?. Does my assessment toolkit promote student learning?.
  • Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students and their parents know how much they have learned within a prescribed period of time..
  • Assessment must be balanced, including oral, performance, and written tasks, and be flexible in order to improve learning for all students..
  • Assessment must be planned and purposeful..
  • Assessment and instruction are inseparable because effective assessment informs learning..
  • For assessment to be helpful to students, it must inform them in words, not numerical scores or letter grades, what they have done well, what they have done poorly, and what they need to do next to improve..
  • Assessment is a collaborative process that is most effective when it involves self-, peer, and teacher assessment..
  • Performance standards are an essential component of effective assessment..
  • selecting methods for differentiating instruction and assessments for students and identifying the instructional strategies to deliver the curriculum are examples of Professional Judgment.
  • evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.. End-of-unit or chapter tests. End-of-term or midterm exams.
  • Are students informed of their omissions and given an oportunity for self-correction.
  • timely assessment and information for further learning.