A Guide to Authentic Assessments written by:
Conducted prior to new learning experiences, the process empowers students as much as it empowers teachers. I became acquainted with pre-assessment during the early years as a classroom teacher.
This was when differentiated instruction felt new to everyone. In those days, we used pre-tests, anticipation guides, and student work samples from previously taught units to identify what kids knew, what they were already able to do, and where we should invest our greatest energies.
Our pre-assessment practices have evolved quite a bit since then. Consider some of these approaches as you design learning experiences for your students or prepare to engage them in self-directed projects: Invite learners to surface, review, and then rank new concepts, content, and skills that will be learned according to anticipated difficulty.
Debrief by asking them to explain their reasoning, and help them use what is learned to approach the experience proactively.
Use it to inform the way you support your students as well. Ask your students to create similes for concepts, content, and skills they feel they already know.
Use their responses to consider the depth and complexity of their understanding. Allow them to revisit and revise their work as they learn more, and challenge them to explain how and why their thinking is changing.
Provide each learner with a stack of sticky notes. Prior to new learning, encourage each student to generate a set of curiosities, questions, and predicted challenges: Cluster the notes that are relevant to one another, and create categories for the clusters.
These can inform your teaching points. Provide learners a set of essential concepts that they will explore throughout the new learning experience. Ask them to guess what the most critical questions might be, relevant to each.
First and Final Thoughts: Prior to beginning your study, ask students to share their initial thoughts regarding what they are about to learn, what they are most compelled by, and where their personal interests and needs might be best satisfied.
Use this information to adjust the instructional plan. Ask them to revisit and revise these statements at the end of the learning experience in order to describe their levels of satisfaction.
After introducing students to the topics they will explore, ask them what they wonder, and have them add these questions to a shared display.
As learning unfolds, encourage students to attend to these questions and provide time for them to connect and share their discoveries. Alternatively, inspire them to attach the answers they uncover to relevant questions on the wonder board.
A Carousel of Catalysts: Craft a handful of powerful pre-assessment questions that will enable you to understand the needs of your students.
Post each question at the top of its own chart, and hang the charts around your classroom. Ask students to carousel from one to another, adding their responses to each question to the corresponding charts.
How Certain Are You? Challenge students to brainstorm everything they feel they already know about the topic at hand. Ask them to record each idea on a separate sticky note.
Then, create a way for them to display these notes according to levels of certainty. This works much like the carousel of catalysts, but learners may remain seated instead of moving around.
Here, each catalyst is added to the top of a sheet of paper, and it is passed from one student to the next. Kids add their responses to each sheet as it is received before sending it along. After previewing a text, each reader underlines the post powerful or important sentence, phrase, or word.
Then, the group forms a circle. One student stands and reads his or her selection. Another follows as soon as the first reader is seated, striving to continue the narrative. Students are encouraged to read selections even if others chose the same portions of the text.
Listening for what is repeated helps everyone identify which portions of the text resonated most.As previously mentioned, there are many types of performance-based assessments. Each type of assessment brings with it different strengths and deficiencies relative to .
In this packet are a series of assessments that are based on Kindergarten exit outcomes and can be used at the beginning of the school year to determine First Grade readiness and skills.
Each assessment is aligned to Common Core ELA standards. By understanding kindergarten writing standards, parents can be more effective in helping their children meet literacy goals. Kindergartners are introduced to different types of writing in a variety of ways. Teachers read aloud from children’s literature and discuss each author’s purpose with the class.
some schools begin testing in. In kindergarten, this is basic research — and the skill of gathering information from different sources and using it in drawing, dictating, and writing to answer a question will set your kindergartner up for the three types of writing kindergartners learn, and for more advanced writing next year.
The following information describes various types of assessments for different areas of early reading. Each assessment identified is described in the resources section of this brief. Letter knowledge: the ability to associate sounds with letters. I've created a presentation (with some help from my colleagues) on different examples of formative assessment.
Note the definition I'm using at the beginning of the presentation: A formative assessment or assignment is a tool teachers use to give feedback to students and/or guide their instruction.