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Make a presentation about here is the outline Title Slide (Not Counted) Classroom Assessment in K–3: Types, Purposes, and Using Data to Guide Instruction Your Name Grand Canyon University Course Number Date Slide 1 – Introduction to Classroom Assessment Slide Content: Assessment as a continuous process Guides instruction before, during, and after teaching Supports developmentally appropriate practice (DAP) Informs decision-making and planning Speaker Notes: Assessment is not a single event but an ongoing process that informs instruction at every stage. In early childhood and K–3 settings, assessment should align with developmentally appropriate practice (NAEYC, 2023). Effective assessment helps teachers identify students’ strengths, monitor progress, adjust instruction, and support the whole child, including academic, social-emotional, and physical development (NAEYC, 2019). Slide 2 – Overview of Assessment Types Slide Content: Preassessment/Diagnostic Formative Summative All three must align with learning goals Speaker Notes: There are three primary types of classroom assessment: preassessment (diagnostic), formative, and summative. Each serves a distinct purpose but should align with instructional goals. Formative and summative assessments are interdependent, and preassessments help establish baseline data (Myers, 2024 EBSCO-FullText-02_11_2026 ). When aligned properly, these assessments provide a comprehensive understanding of student learning. Slide 3 – Preassessment/Diagnostic Assessment Slide Content: Purpose: Determines prior knowledge and skill levels Identifies misconceptions Guides instructional planning Speaker Notes: Preassessments, also called diagnostic assessments, occur before instruction. Their purpose is to determine what students already know and where learning gaps exist. According to Myers (2024 EBSCO-FullText-02_11_2026 ), diagnostic assessments predict student performance and guide targeted instruction. In early childhood settings, these assessments must be culturally and developmentally appropriate (NAEYC, 2023). Slide 4 – Preassessment Strategies & Tools Slide Content: Letter ID and sound assessments Running records / DRA Interest inventories & family input Speaker Notes: Developmentally appropriate diagnostic tools include: Letter ID and sound assessments (Zahka & Hutton, 2020 early-childhood-assessment ) to determine early literacy readiness. Diagnostic Reading Assessment (DRA) with running records to assess fluency and comprehension ( early-childhood-assessment ). Family input surveys and interviews, which provide sociocultural context and increase cultural validity (Gillanders et al., 2021 EJ1323055 ). Using family input supports culturally responsive assessment and ensures a broader understanding of the child. Slide 5 – Formative Assessment Slide Content: Purpose: Ongoing during instruction Provides immediate feedback Adjusts teaching to meet student needs Speaker Notes: Formative assessment occurs during instruction and is used to adjust teaching in real time. It provides feedback to both teacher and student and supports mastery of learning goals (Myers, 2024 EBSCO-FullText-02_11_2026 ). Formative assessment is especially effective in early grades because it allows teachers to address developmental needs as they emerge (NAEYC, 2019). Slide 6 – Formative Strategies & Tools Slide Content: Teacher observation & documentation Questioning and informal checks Unit-based phonics assessments Speaker Notes: Effective formative strategies include: Observation and documentation of learning behaviors (Gillanders et al., 2021 EJ1323055 ). Informal questioning, exit slips, and conferring (Myers, 2024 EBSCO-FullText-02_11_2026 ). Unit-based phonics assessments such as Wilson Foundations ( early-childhood-assessment ). These methods are developmentally appropriate and allow teachers to identify learning gaps quickly and provide timely feedback. Slide 7 – Summative Assessment Slide Content: Purpose: Evaluates learning at end of instruction Provides grades or scores Used for reporting and accountability Speaker Notes: Summative assessments measure student achievement after instruction. They provide overall evaluation data that may be shared with families or districts (Myers, 2024 EBSCO-FullText-02_11_2026 ). In early childhood, summative assessment should still align with developmentally appropriate practice and not rely solely on high-stakes testing (NAEYC, 2019). Slide 8 – Summative Strategies & Tools Slide Content: End-of-unit tests Performance tasks/projects Star 360 assessment Speaker Notes: Summative tools may include: End-of-unit assessments (Myers, 2024 EBSCO-FullText-02_11_2026 ). Performance-based assessments such as presentations or projects (We Are Teachers, n.d.). Star 360 digital assessment administered multiple times per year to track growth ( early-childhood-assessment ). These assessments provide data on mastery and inform long-term instructional planning. Slide 9 – Importance of Multiple Assessment Methods Slide Content: Provides comprehensive picture Reduces bias Supports cultural validity Enhances instructional decision-making Speaker Notes: Using multiple methods ensures assessments are culturally valid and responsive (Gillanders et al., 2021 EJ1323055 ). Relying on a single measure may misrepresent a child’s abilities. Multiple measures provide richer data, reduce bias, and allow teachers to provide descriptive, timely feedback (Myers, 2024 EBSCO-FullText-02_11_2026 ). Slide 10 – Using Assessment Data to Guide Instruction Slide Content: Analyze strengths and gaps Adjust grouping and pacing Plan targeted interventions Determine next steps Speaker Notes: Assessment data should directly influence instruction. For example, Star 360 color-coded reports identify students needing intervention ( early-childhood-assessment ). Teachers can modify small groups, reteach concepts, or provide enrichment. Ethical use of data requires accuracy and proper interpretation (MCEE, 2023 mcee_2nd_edition_print_versi ). Slide 11 – Technology Tools for Assessment Slide Content: Star 360 Kahoot / Quizizz Google Forms Speaker Notes: Technology enhances assessment efficiency: Star 360 provides digital literacy and math tracking ( early-childhood-assessment ). Kahoot and Quizizz provide immediate formative feedback (Common Sense Education). Google Forms allows teachers to collect and analyze data quickly (We Are Teachers). Ethical technology use must follow professional standards and confidentiality laws (MCEE, 2023 mcee_2nd_edition_print_versi ). Slide 12 – Collaboration With Teachers and Specialists Slide Content: Data team meetings MTSS/RTI collaboration Family engagement Speaker Notes: Collaboration strengthens assessment accuracy. Strategies include: Grade-level data meetings MTSS/RTI collaboration with specialists Family communication partnerships Parents provide essential sociocultural insight and should be co-interpreters of data (Gillanders et al., 2021 EJ1323055 ). Ethical collaboration aligns with professional standards (MCEE, 2023 mcee_2nd_edition_print_versi ). Slide 13 – Culturally and Developmentally Appropriate Assessment Slide Content: Whole-child focus Respect for diversity Avoid one-size-fits-all measures Align with DAP principles Speaker Notes: Assessment must consider culture, language, ability, and context (NAEYC, 2023). Sociocultural theory emphasizes understanding children across settings, including home (Gillanders et al., 2021 EJ1323055 ). Developmentally appropriate assessment supports equitable instruction. Slide 14 – Ethical and Responsible Assessment Practices Slide Content: Maintain confidentiality Use valid tools Interpret data responsibly Avoid bias Speaker Notes: Ethical assessment practices include responsible data use, proper tool selection, and confidentiality protection (MCEE, 2023 mcee_2nd_edition_print_versi ). Teachers must ensure assessments are used only for intended purposes and support student well-being. Slide 15 – Conclusion Slide Content: Assessment drives instruction Three types serve distinct purposes Multiple measures improve accuracy Data guides next steps Speaker Notes: Effective assessment in K–3 classrooms includes preassessment, formative, and summative tools. When used together, they provide meaningful data that guides instruction, supports collaboration, and promotes student growth. Developmentally appropriate and culturally responsive assessment practices ensure equitable learning opportunities for all students. Reference Slide (Not Counted) Gillanders, C., Iruka, I. U., Bagwell, C., & Adejumo, T. (2021). Parents’ perceptions of a K–3 formative assessment. School Community Journal, 31(2), 239–268. EJ1323055 Myers, S. (2024). Formative and summative assessments. Salem Press Encyclopedia. EBSCO-FullText-02_11_2026 NAEYC. (2019). Assessment in kindergarten. NAEYC. (2023). Developmentally appropriate practice: Assessing development. Zahka, A., & Hutton, E. (2020). Early Childhood Assessment. Sage Video. early-childhood-assessment National Association of State Directors of Teacher Education and Certification. (2023). Model Code of Ethics for Educators (MCEE). mcee_2nd_edition_print_versi Common Sense Education. Top tech tools for formative assessment. We Are Teachers. Types of assessments; Best tech tools for student assessment. New America. Pre-K data in practice.