Assessments
Ask a student what content their teachers consider most important
in a course or grade level, and the student will likely answer
“It’s on the test.” Student assessments should
serve as levers and magnets to inform the teaching and learning
process and promote desired learning experiences.
The main purposes of
assessment are 1) to provide feedback
that supports, guides, and improves the teaching and learning
processes and results and 2) to provide acceptable evidence that
determines whether intended learning targets have been achieved at
established levels (e.g., “proficiency”). Student
assessments should not be given primarily to generate and assign a
grade.
Teachers today must be assessment literate, which means they
have developed the abilities to gather dependable student data;
examine student data and make sense of it; and then make changes in
their teaching based on the data (Stiggins).
An important part of the teacher’s role is to make sure there is an
agreement, or match, that exists between the curriculum (the
written curriculum), instruction (the taught curriculum), and
assessment (the tested curriculum). This is
referred to as instructional alignment.
Student assessment is
the systematic process of collecting and analyzing relevant
information to make judgments and inferences about the quality of
student learning. Assessment is an essential
ongoing component of instruction that guides the learning process;
it differs from testing in that it usually involves a more
comprehensive process based on multiple indicators and sources of
evidence.
Assessments necessarily serve
a range
of purposes,
which can generally be categorized as diagnostic, formative, or
summative. Formative
assessments are
the ongoing and diagnostic assessments that provide information to
guide and improve the learning process and results during a
learning cycle (e.g. unit); Formative assessments
are often referred to as “assessment FOR
learning.” Summative
assessments are
periodic culminating assessment that provide information to measure
and communicate a general level of student achievement at the
conclusion of a learning cycle (e.g., course or grade
level). Summative assessments are often referred
to as “assessment OF learning.”
For more information about
assessment purposes, see Formative
and Summative Assessment Purposes
The Grand Island Public Schools strives to provide a balanced,
multidimensional assessment program in grades
K-12. This requires assessing both knowing and
doing.
Structured response assessments include
selected response and constructed response items, which are
designed to measure knowledge and understanding.
Structured responses are demonstrations that help students show
what they know and understand. These types of
assessments require students to reproduce, select (choose), or
construct a response.
Performance assessments engage
students in thoughtfully using knowledge and skills to generate a
product, performance, or some form of process-oriented
communication. This type of assessment measures
the application of knowledge and understanding
(“doing”). Performance tasks
can represent complex demonstrations of understanding and
performance that show what students know and can do in meaningful
contexts. Such assessments require students to
generate, rather than choose or reproduce, a
response. Performance tasks are structured
activities requiring multiple responses to challenging questions or
problems.
For more information about
assessment types, see Types
of Summative Assessments
Performance
assessments are based on observations and judgments, which require
the use of some type ofscoring
guide,
most often a rubric.
A rubric is an effective tool for describing and measuring the
quality of students’ performance and work.
Rubrics consist of a matrix with a multilevel set
of performance
criteria (e.g.,
voice, organization) and performance
standards (e.g.,
proficient, advanced). Because assessors must
discriminate among different levels of performance, the narrative
included in a scoring guide must clearly communicate the desired
performance qualities and characteristics.
Performance tasks can be scored using either a holistic scoring
process (a single score based on the overall impression of the
product or performance) or an analytical scoring process (each
trait receives a separate score).
评估四步
-
Formulating Statements of Intended Learning
Outcomes – statements describing intentions
about what students should know, understand, and be able to do with
their knowledge when they graduate.
-
Developing or Selecting Assessment Measures –
designing or selecting data gathering measures to assess whether or
not our intended learning outcomes have been
achieved. Includes
-
-
Direct assessments – projects, products,
papers/theses, exhibitions, performances, case studies, clinical
evaluations, portfolios, interviews, and oral exams – which ask
students to demonstrate what they know or can do with their
knowledge.
-
Indirect assessments – self-report measures
such as surveys – in which respondents share their perceptions
about what graduates know or can do with their knowledge.
-
Creating Experiences Leading to Outcomes –
ensuring that students have experiences both in and outside their
courses that help them achieve the intended learning outcomes.
-
Discussing and Using Assessment Results to Improve Teaching and
Learning – using the results to improve
individual student performance.
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