Statement of Purpose and Principles
of Effective, Quality Assessment
"In reality it is through classroom assessment that attitudes,
skills, knowledge and thinking are fostered, nurtured and accelerated – or stifled." (Hynes, 1991)
skills, knowledge and thinking are fostered, nurtured and accelerated – or stifled." (Hynes, 1991)
What is Assessment?
Assessment is the measured evidence of student learning. An effective assessment will calculate a student's achievement and direct the course of future learning. Assessment is not giving one test, marking it with a grade, and moving on; it is an ongoing process in the classroom, which allows teachers and students to mark progress development and work together to accomplish goals. Progress requires ongoing assessment for learning. (Wong, 2009, p. 268) The purpose of assessments is to provide educators, students, parents, and other key stakeholders with evidence of learning. The specific purpose of an assessment will determine whether it is used to measure or evaluate. If teachers or other stakeholders do not use or record data gathered through assessment, the purpose of assessment is lost. The use of effective, quality assessments will propel learners to success.
Types and Basic Purposes of Assessment
Assessment comes in a variety of ways, shapes, and forms. To be used effectively, the learning target of assessment must be paired with the appropriate method of assessment. The four methods of assessment include:
(Adapted from Sailers' lecture Sound Design, 2014)
View the chart below to find the appropriate match between assessment methods and learning targets. A strong match between the two, will lead to a more purposeful and effective assessment. (Chappuis, Chappuis, & Stiggins, 2009)
- Selected Response- students choose a response from an available list of options, such as a multiple choice, matching or true/false.
- Extended Written Response- students respond to a question or prompt with a written answer, including essays or extended written answers of analysis or interpretations.
- Performance Assessment- requires students to perform a task or create a product. Performances include playing an instrument or conducting an experiment. A product includes a lab report, a work of art, or a research paper.
- Personal Communication- student achievement is determined through personal interaction such as an oral exam, a response journal, or an interview.
(Adapted from Sailers' lecture Sound Design, 2014)
View the chart below to find the appropriate match between assessment methods and learning targets. A strong match between the two, will lead to a more purposeful and effective assessment. (Chappuis, Chappuis, & Stiggins, 2009)
The basic purposes of assessment include formative, summative, pre-assessment, and interim assessments.
- Formative- A formative assessment or an assessment for learning occurs during the learning process. It can be informal or formal depending on its intended use. Teachers should provide students with specific, direct feedback and support on all formative assessments in order to guide students towards mastery and success. Such assessments occur frequently to guide the direction of learning, and allow teachers to quickly gauge students' understanding and mastery of the learning target. Students benefit from frequent formative assessments, as they allow students to mark their progress towards mastery.
- Summative- Summative assessments occur at the end or summation of learning such as the end of a unit, semester, or year. Summative assessments should be formal and provide tangible data. This may include a unit test or final presentation. Each summative assessment should be evaluated and given feedback. Summative assessments also provide educators with student achievement data, which will drive future instructional and curriculum decisions.
- Pre-assessment- A pre-assessment is an assessment occurring before learning or instruction begins. It does not entail giving a final test before students have the opportunity to learn; rather, it is a determination of whether or not students hold prior knowledge of prerequisite skills or information.
- Interim- Occasionally interim assessments will occur. This form of assessment is typically given periodically throughout the school year, often between units, measuring a larger portion of student learning. Interim assessments act as a checkpoint between instructional cycles. Data found through interim assessments allows instructional leaders and teachers to analyze student achievement in portions to determine whether or not students are on track for reaching yearly proficiency goals.
Additionally, assessments can be either informal or formal.
Informal- An informal assessment does not collect data on each student. It is often conducted as a check for understanding in the classroom. This may include a simple observation done by the teacher. (It is important to note summative assessments should not be conducted informally, as no data is collected and student gains cannot be recorded based upon an informal assessment.)
Formal- A formal assessment collects physical data for each student. This may include a test, essay, notes from observation written by a teacher, or other tangibly recorded data.
Informal- An informal assessment does not collect data on each student. It is often conducted as a check for understanding in the classroom. This may include a simple observation done by the teacher. (It is important to note summative assessments should not be conducted informally, as no data is collected and student gains cannot be recorded based upon an informal assessment.)
Formal- A formal assessment collects physical data for each student. This may include a test, essay, notes from observation written by a teacher, or other tangibly recorded data.
Components/Processes of an Effective, Quality Assessment System
In order to enact a quality, effective assessment system in the classroom, Rick Stiggins' 5 Keys to a Quality Assessment can be considered and the corresponding questions accompanying each key should be answered to determine an assessment's purpose and use.
Stiggins' 5 Keys to Quality Assessment
The following table further outlines the 5 Keys of Quality of Assessment along with the relating indicators of sound classroom assessment practice. (Chappuis, 2005)
Stiggins' 5 Keys to Quality Assessment
- Clear Purpose- Why assess? The purpose (summative or formative) of assessment should be clearly and directly known by the students and teacher.
- Clear Target- Assess what? Every assessment should link directly to a learning target.
- Sound Design- Assess how? The form of assessment should match the purpose of the assessment.
- Effective Communication and Sound Grading- Communicate how? The receivers of assessment data should be considered during assessment creation and with the way data will be shared. Sound grading practices will keep assessments purposeful, accurate, and meaningful.
- Student Involvement- Involve students how? Students should be activity involved in the assessment process through self-assessment and assessment reflection.
The following table further outlines the 5 Keys of Quality of Assessment along with the relating indicators of sound classroom assessment practice. (Chappuis, 2005)