Assessment in Elementary Education Week 4

Week 4: Aligning Standards, Assessment, and Instruction

Tips for Developing Assessments

Objective Test Objective tests should be a

minimum of (20) questions (Frey,

2014). The types of questions

should be grouped in a set of (5).

For example, (5) multiple Choice

questions, followed by (5)

true/false, followed by (5) fill in

the blank, etc. Questions should

not alternate question types.

Performance Assessment

Authentic Assessment

Formative Assessment

Rubrics must be included

as part of a performance

assessment, whereas an

objective assessment does

not require a rubric.

Performance assessments

are task-based and should

not look the same or be in

the same format as an

objective test (Borich &

Tombari, 2004)

Authentic assessments are

basically performance

assessment that incorporates

real-world or authentic tasks

when assessing students.

According to Meyer (1992),

students are able to

demonstrate the desired task,

but the task must include a

real-world scenario.

Please keep in mind that if you choose to construct a formative assessment, you must include the

description of the assessment, including what you are formatively assessing. For example, if you

choose #1 Round Robin, you must describe each group of 3-4 and the specific task that they will be

completing as well as the strategy that each group is supposed to master in order to discuss with

other groups as they travel around. The assessment should be specific and include the specific

name(s) of materials and activities used.

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FOCUSED on

Objectives

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Matters

Illustrate

Open-ended questions/problems

are presented to students who

are placed in groups of 3-4. Each

group is assigned a specific

marker color. Students walk

around as a group, discuss each

question, and write their

answer/strategies. At the end,

the responses are discussed as a

class (Crockett & Churches,

2017).  

Portfolio Assessment

Round Robin 

Please keep in mind that if you choose to

construct a portfolio assessment, you must

include an array of activities (projects, quizzes,

assignments, etc.) this includes full

lesson/project descriptions of what will be

included in the portfolio assessment. Arter and

Spandel (as cited in Taylor & Nolen, 2005), also

defines portfolio as a collection of student work

that paints a picture of their efforts, progress

and achievement.

Types of Formative Assessments 

Summative Assessment

A summative assessment must

include multiple questions and a

variety of question types to truly

measure the extent at which students

have mastered content that has been

taught over an extended period of

time. This type of assessment should

have more questions and cover more

skills than that of an objective test.

Strategic Questioning 

Think-Pair-Share

While lesson planning, pre-

plan the questioning

strategies and sequence that

you will use. This will ensure

that you are accessing

deeper as well as higher

levels of thinking and

application of the skills you

are teaching (Crockett &

Churches, 2017).  

The teacher asks a

question. Students are

given time to “stop and jot

“or write down their

answers. Students pair up

with their shoulder partners

and discuss their responses

as the teacher actively

listens and facilitate

discussions (Crockett &

Churches, 2017).  

DON'TGIVE UP

YOU

CAN DO

THIS

References

Borich, G. D. & Tombari, M. L. (2004). Educational assessment for the

elementary and middle school classroom (2nd ed.). Upper Saddle River. NJ:

Pearson.

Crockett, L.W. & Churches, A. (2017). Mindful assessment: The 6 essential

fluencies of innovative learning. Bloomington, IN: Solution Tree Press.

Frey, B.B. (2014). Modern classroom assessment. Thousand Oaks, CA: SAGE.

Meyer, C.A. (1992). What’s the difference between authentic and

performance assessment? Association for Supervision and Curriculum

Development. Retrieved from

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199205_meyer.pdf

Taylor, C.S. & Nolen, S.B. (2005). Classroom assessment: Supporting

teaching and learning in real classrooms (1st ed.). Upper Saddle River, NJ:

Pearson.

Exit Ticket 

Teachers provide a constructed

response question of problem

for students to quickly answer

or solve based on the content

that was taught. This method

can also be used to review a

skill or concept from the

previous day and given at the

start of class (Admit ticket)

(Crockett & Churches, 2017).  

Students make three columns on their paper. The teacher presents a topic and

students writes down what they know about the topic in the “K” column. In the “W”

column, students write down what they want to know, and in the “L” column,

students write what they have learned. This can also be called “Connect, Correct,

and Collect Chart” as well as “3-2-1 Countdown” (3 things you didn’t know before; 2

things that you were surprised about; 1 thing you will do based on what you

learned)(Crockett & Churches, 2017).  

K-W-L Chart

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