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If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.

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students

Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.

build balanced systems, with assessment-literate users

Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.

In the case of summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.

inform instructional improvement and identify struggling students and the areas in which they struggle

Teachers should design the assessment so students can use the results to self-assess and set goals.

Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.

Feedback to students can use the language of the rubric:

Although it may seem as though having more assessments will mean we are more accurately estimating student achievement

The assessor

Given the rise in testing, especially in light of a heightened focus on using multiple measures, it's increasingly important to address two essential components of reliable assessments: quality and balance.

deep, heartfelt belief in your topic.

“B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.

Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance

At every 10 minutes or so, try to reengage the audience with something different

Only about 7 percent of the actual words or content is important

audience will help you build rapport and make a connection.

ol device

Practice 10 hours for every one hour of the presentation

naturally you want to read from them, so you turn your back to audience and you read from slides on the display."

ne hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."

use a small, handheld remote

Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.

They glance at a slide just for a second to prompt them for the next piece of information

Gallo suggests that you use images with little or no text on slides to discuss ideas or concepts, which is also a great way to engage the audience. This will also, he says, "give the audience's eyes a rest every so often."

Grab your digital video recorder, deliver your presentation and watch yourself, he says.

Don’t hold back. Be confident. And let your passion for your topic come out for all to see

The first 2-3 minutes of the presentation are the most important

The true professional can always remain cool and in control

If you’re struggling to figure out what kinds of resistance you’ll face, share your ideas with others before you present and ask them to pressure-test the content

So keep the presentation to less than 20 minutes

"When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."

However, he says most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language and how they speak and sound.

Gallo's Tip:

Who will use the results to inform what decisions?

four categories of learning targets

which assessment methods are most likely to produce accurate results for different learning targets.

Do the results provide clear direction for what to do next?

For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward. Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.

Assess learning targets requiring the "doing" of science with a multiple-choice tes

meeting student, teacher, and district information needs

Using misinformation

groups of students

unprecedented overflow of testing

In math

which require students to use their knowledge to reason and problem solve

What information do the decision makers need

use of clear curriculum maps for each standard

instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.