Statement of Purpose & Principles
of Effective, Quality Assessment
"Used with skill, assessment can motivate the unmotivated, restore the desire to learn, and encourage students to keep learning, and it can actually create -- not simply measure -- increased achievement"
(Stiggens, Arter, Chappuis, & Chappuis, 2007, p.3).
(Stiggens, Arter, Chappuis, & Chappuis, 2007, p.3).
![Picture](/uploads/1/1/7/8/11781499/697036.jpg?314)
What is assessment?
Simply put, assessment is any evidence, tangible or intangible, that student learning has occurred. It is "the process of gathering information to inform instructional decisions" (Stiggins & DuFour, 2009, p. 640). According to Wong, the goal of assessment is to help students reach mastery of the objective, or learning target, of the lesson. For any progress toward this goal to be made, Wong argues, requires on-going and constant assessment for learning (Wong & Wong, 2009). This being said, teachers must continually monitor student achievement and understanding while collecting data and implementing that data to inform instructional procedures. A quality education is at the heart of every great assessment that is implemented into the classroom.
Simply put, assessment is any evidence, tangible or intangible, that student learning has occurred. It is "the process of gathering information to inform instructional decisions" (Stiggins & DuFour, 2009, p. 640). According to Wong, the goal of assessment is to help students reach mastery of the objective, or learning target, of the lesson. For any progress toward this goal to be made, Wong argues, requires on-going and constant assessment for learning (Wong & Wong, 2009). This being said, teachers must continually monitor student achievement and understanding while collecting data and implementing that data to inform instructional procedures. A quality education is at the heart of every great assessment that is implemented into the classroom.
What are the different types and basic purposes of assessment?
Assessment involves a vast array of methods to evaluate student learning and achievement. In classrooms across America, students are creating projects, taking tests, and giving speeches, among many other things to show what they know. With thousands of options to assess available, it may seem difficult to pinpoint assessment methods. According to Stiggins, Arter, Chappuis & Chappuis, however, all assessment falls under four basic types. These types include:
With these four basic types of assessment, teachers can identify the appropriate way to assess students based on the objective that is being assessed. It is important to create clear learning targets (objectives) that are represented within the assessment. According to Stiggins and DuFour, to create a quality assessment, it is crucial to "Select a proper assessment method appropriate for the learning target being asessed" (Stiggins & DuFour, 2009, p. 643). One way to ensure that assessment matches learning target, is to identify the verb that is used within the objective. Based on that verb, one can determine the proper type of assessment to utilize. For example, an objective stating "The student will construct a model of the solar system", would not be properly assessed through a multiple choice (selected response) test or an extended written response. A more appropriate assessment, rather, would be a performance assessment in which students build a physical representation of the solar system. Teachers must become cognizant of these key verbs to implement effective, quality assessment.
Assessment involves a vast array of methods to evaluate student learning and achievement. In classrooms across America, students are creating projects, taking tests, and giving speeches, among many other things to show what they know. With thousands of options to assess available, it may seem difficult to pinpoint assessment methods. According to Stiggins, Arter, Chappuis & Chappuis, however, all assessment falls under four basic types. These types include:
- Selected response and short answer
- Extended written response (constructed response)
- Performance assessment
- Personal communication
With these four basic types of assessment, teachers can identify the appropriate way to assess students based on the objective that is being assessed. It is important to create clear learning targets (objectives) that are represented within the assessment. According to Stiggins and DuFour, to create a quality assessment, it is crucial to "Select a proper assessment method appropriate for the learning target being asessed" (Stiggins & DuFour, 2009, p. 643). One way to ensure that assessment matches learning target, is to identify the verb that is used within the objective. Based on that verb, one can determine the proper type of assessment to utilize. For example, an objective stating "The student will construct a model of the solar system", would not be properly assessed through a multiple choice (selected response) test or an extended written response. A more appropriate assessment, rather, would be a performance assessment in which students build a physical representation of the solar system. Teachers must become cognizant of these key verbs to implement effective, quality assessment.
![Picture](/uploads/1/1/7/8/11781499/1885286.png?666)
Along with the four different types of assessment, there are also three purposes to assess students. These include:
o Formative
o Interim
o Summative
Formative: This assessment is to inform the teacher and students of what the next steps in the instructional procedure or learning process should be. It occurs in high frequency and in small bits of information. Formative assessments can be implemented before or during a lesson. According to Black and William (Sheldon, personal communication, 2013, p. 1) formative assessment is "all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged" (1998).
Interim: Occurring during or after a lesson, interim assessments act as a checkpoint for learning. They are implemented to collect data regarding student understandingly periodically throughout the lesson. In order for an assessment to be interim, something must have already been taught. A pre-test is not an example of an interim assessment because no material has been taught. Whether informal or formal, interim assessments offer teachers information regarding student understanding and can be used to adjust instruction. A quiz or ticket out the door may be considered interim. With interim assessments, there is an opportunity to check for understanding, go back, reteach, and/or meet the students' needs before they are ready for the final summative assessment.
Summative: This assessment acts as a "last chance" opportunity to show mastery over learning target or objective. The most common type of summative assessment is the formal summative. Providing tangible evidence, this assessment shows mastery of learning and provides the teacher with data regarding student achievement. Compared to the formative assessment, summative assessments occur less frequently and encompass a larger quantity of information.
Within each of these purposes of assessment, there are two more divisions - informal and formal.
o Formative
o Interim
o Summative
Formative: This assessment is to inform the teacher and students of what the next steps in the instructional procedure or learning process should be. It occurs in high frequency and in small bits of information. Formative assessments can be implemented before or during a lesson. According to Black and William (Sheldon, personal communication, 2013, p. 1) formative assessment is "all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged" (1998).
Interim: Occurring during or after a lesson, interim assessments act as a checkpoint for learning. They are implemented to collect data regarding student understandingly periodically throughout the lesson. In order for an assessment to be interim, something must have already been taught. A pre-test is not an example of an interim assessment because no material has been taught. Whether informal or formal, interim assessments offer teachers information regarding student understanding and can be used to adjust instruction. A quiz or ticket out the door may be considered interim. With interim assessments, there is an opportunity to check for understanding, go back, reteach, and/or meet the students' needs before they are ready for the final summative assessment.
Summative: This assessment acts as a "last chance" opportunity to show mastery over learning target or objective. The most common type of summative assessment is the formal summative. Providing tangible evidence, this assessment shows mastery of learning and provides the teacher with data regarding student achievement. Compared to the formative assessment, summative assessments occur less frequently and encompass a larger quantity of information.
Within each of these purposes of assessment, there are two more divisions - informal and formal.
- INFORMAL: Any informal assessment, whether informal formative, informal interim, or informal summative (This type is not suggested! Stay away!), does not produce tangible evidence. Informal assessment, rather, is used as a 'gut feeling' to gauge whether students are understanding the learning targets. This information is often gathered from oral responses, and use of hand signals, as just a few examples. Teachers use this information to direct their next instructional steps.
- FORMAL: Unlike informal assessments, formal assessments do provide tangible evidence of learning. Formal assessments provide data that teachers can hold in their hands to analyze and then determine the next steps necessary for optimal learning. Something as simple as a tally mark next to students' names as they participate would suffice for formal data. Similarly, formal assessment could include worksheets, tests, or projects which then can generate data tables and graphs of crucial information. Assessment data can also be easily gathered or aggregated with the support of technology like Excel, Data Director, Pearson Inform and so on. When the data is gathered, it is just a matter of time and energy to figure out how it can best inform instruction and what to do next for students (see Purpose of Data).
Below is a chart developed by R.J. Stiggins and clearly identifies the different assessment methods as well as when it is appropriate to use each method to assess for mastery
(Stiggins, Arter, Chappuis, & Chappuis, 2007, p. 100).
(Stiggins, Arter, Chappuis, & Chappuis, 2007, p. 100).
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What are the components and/or processes that must occur to have an effective, quality assessment system in your classroom?
In the text, Classroom Assessment for Student Learning, authors Stiggins, Arter, Chappuis, and Chappuis identify the following five keys to quality classroom assessment:
"High-quality classroom assessment equals accurate information--clear purposes, clear learning targets, and an appropriate design--used effectively to help students learn" (Stiggins et. al., 2007, p. 12).
- Arise from and be designed to serve the specific information needs of intended user(s)
- Arise from clearly articulated and appropriate achievement targets
- Accurately reflect student achievement
- Yield results that are effectively communicated to their intended users
- Involve students in classroom assessment, record keeping, and communication
"High-quality classroom assessment equals accurate information--clear purposes, clear learning targets, and an appropriate design--used effectively to help students learn" (Stiggins et. al., 2007, p. 12).
Components for an effective, quality assessment system
- Alignment with Objective/Learning Target: It is imperative that teachers assess students based on an identified and clearly communicated learning objective. "An assessment devised without clear purpose or focus is extremely unlikely to produce accurate information" (Stiggins et. al., 2007, p. 16).
- Quality Filters: Quality Filters is a system that allows teachers to ensure that they are producing quality test items. In total, there are 17 quality filters in which to determine quality assessments. From these 17, come 6 Nonnegotiable Quality Filters. The 6 Nonnegotiable Quality Filters include clear target, content match, performance match, use of clear language, one correct answer, and foils/distractors that are plausible. If an assessment item can meet these quality filters (the more the better), it increases the likelihood of producing a more effective assessment.
- Assessment Blueprint : Teachers use blueprints as an organizational tool to assist them in creating effective assessments. Blueprints allow teachers to break down assessments to gauge whether the assessment is of quality. This includes an item check, organizational check, procedures for administering the assessment, and characteristic of a clear process. Teachers can use this blueprint to then analyze the data they receive from each student. To see an example blueprint, click here.