Section 1. For using assessment to improve instruction

Strategy 1. Pre-assessment

• Analyzing pre-assessment data
• Student questionnaire #1 - Older students
• Student questionnaire #2 - Younger students

Strategy 2. On-going assessment

• Checking for understanding techniques
• Asking open-ended questions
• Assessing social participation
• Planning adjustments
• Mentor observation in support of adjustment
• On-going literacy planning

Strategy 3. Post-assessment

• Analyzing performance tasks (general)
• Analyzing authenticity in performance tasks
• Analyzing credibility of performance tasks
• Analyzing usability of performance tasks
• Analyzing samples of student work

For help writing objective test items see Test-writing guidelines on the ASSIST site and the Alabama Professional Development Modules at this address: http://web.utk.edu/~mccay/apdm/index.htm.

Section 2. For using assessment to gather information and provide feedback

Strategy 1. Using standards

• Curriculum mapping (standards)
• Diagramming standards
• Constructing essential questions
• Defining process expectations
• Organizing multiple sources assessment information
• Developing performance assessments
  • Choosing performance tasks
  • Choosing performance criteria
  • Choosing a type of rubric
  • Constructing indicators of quality for a rubric
• Identifying teachable moments

Strategy 2. Engaging students in assessing their own work

• Using_portfolios
• Choosing purposes for portfolios
• Making decisions about portfolios
• Defining a portfolio: Categories, criteria and products
• Defining an assessment portfolio

Strategy 3. Reporting to parents and the school

• Outlining your reporting system
• Deciding what to communicate to a parent
• Deciding how to communicate to a parent
• Preparing for student-led conferences