Assessment Goals

↓ See purpose of assessment.

↓ See instructional videos.

The English/Language Arts progress report enables teachers to document the progress students have demonstrated by the end of each grading period. Pathways 2.0 outlines many methods to evaluate progress including: pre-assessments, formative and summative assessments. Suggested assessments can be found in the teachers manual, DLGs and resource documents.

Assessment Cycle:

→ Pre-assessment
Appropriate assessments across the theme of the unit

→ Formative
Monitors students learning across the unit

→ Summative
Formal assessments to measure learning

  • Assessment of Learning: Summative assessments such as an end of unit test, a project, a presentation, or quiz that shows what students know or are able to do after a chunk of learning.
  • Assessment for learning: Formative assessments that take place during instruction and are more informal way of measurement such as a discussion, anecdotal records or teacher feedback.
  • Assessment as learning: Self-assessment such as goals for current learning and goals for future learning.

Assessment Goals

  • Assessment informs instruction and is a critical part of the instructional process.
  • Assessment aligns with the standards.
  • Assessment is ongoing and timely.
  • Assessment has multiple measures.

Instructional Videos:

Assessment Resources

The following videos will provide information and demonstrations of how to administer assessments in language arts.

Running Records

Running Records allow educators to assess reading behavior as students read from developmentally appropriate texts. It is an individually conducted assessment, which is ongoing and curriculum based. It provides a graphic representation of a student's oral reading, identifying patterns of effective and ineffective strategy use. It aids the teacher in assessing students reading levels.

Jerry Johns Informal Reading Inventory

The Jerry Johns Informal Reading Inventory helps educators easily determine a student’s instructional, independent, and frustration reading levels and listening levels based on speed, accuracy, and comprehension.