Overview

Assessment is a cornerstone of teaching and learning in any classroom and, if done well, has the potential to greatly impact student success. So, how do we do assessment well by understanding student needs as well as demands of the curriculum? This workshop will take a "what works" approach focused on three different points of an overall assessment process:

• Pre-assessment: How do we know what students know, can do, and value prior to engaging in learning?Planning for instruction for a unit of instruction, a semester, or a year should take into account student needs first. Designing effective pre-assessments and using data from pre-assessments to inform instructional planning are key to this process.  

• Ongoing Assessment: How do we know what students know, can do, and value while engaged in learning and how do we use this information to adjust teaching and to provide feedback to students? Of all the types of assessments, on-going assessment has the greatest potential to propel student learning forward but only if they are high quality.

• Post-assessment: How do we know what students know, can do, and value after engaging in a learning? Post-assessments take many forms to include both traditional types of assessments as well as authentic, performance-based assessments of student learning. Data from these types of assessment are typically summative nature and yet still provide meaningful information for both teachers and students.