Element 4
Informal Assessments of the Whole Class
Elements 4 - 5 have a focus on Assessment
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
A teacher uses various informal assessments of the whole class to provide students with feedback about how they are doing. When she notices that some students are reluctant to indicate their confidence with the material in the whole-class setting, she has brief conversations with those students at their desks to gauge their confidence.
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2
Developing
I use informal assessments of
the whole class to determine students’ proficiency with specific content, but I do not monitor the effect on students.
A teacher uses informal assessments of the whole class to provide students with feedback about how they are doing but does not attempt to determine if this feedback is useful to the students.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher administers informal assessments of the whole class, but those assessments are not focused on specific content important for students to learn.
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3
Applying
I use informal assessments of
the whole class to determine students’ proficiency with specific content, and I monitor the extent to which students respond to assessment-guided feedback & instruction.
A teacher uses informal assessments of the whole class to provide students with feedback about how they are doing and monitors their responses in order to adjust his classroom instruction.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher only uses assessment to record grades for individual students.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Informal Assessment of the Whole Class
Classroom: 5th
Teacher: Melissa Kelly
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Click this link to view the video.
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The Whole Class Progresses as One
Description:
In this video, Dr. Robert Marzano discusses the third of four tracking methods, The Whole Class Progresses as One; as would be expected here, it focuses on the entire class as a single unit. Details of the process for how to track student progress are discussed, and include record reporting suggestions. This tracking process is designed to be used with alignment between learning goals, tasks, and scales.
Click this link to view the video
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Formative Assessment in Elementary Language Arts
Description:
In this video, a classroom teacher shares his perspective on formative assessment, as implemented in his elementary language arts class. This video identifies techniques for generating, evidences of, and new perspectives on formative assessment. Take specific note of how the teacher offers a specific example from his class and targeted advice on formative assessment.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Types of Assessments
Description:
In this video, Dr. Robert Marzano identifies three different types of assessment: obtrusive, unobtrusive, and student generated. He explains that all instruction stops during obtrusive assessment, while during unobtrusive assessment the normal flow of the activity is not interrupted. Finally, a student generated assessment the most underused assessment, requires the most upfront planning, but has the potential to be transformational in a classroom.