1. McGraw-Hill/Irwin © 2012 The McGraw-Hill Companies, Inc. All rights reserved. Chapter 15: Getting Started on the Assessment Path Essential Issues to Consider

2. 15-2 Classroom Assessment: Essential Issues and Realities Classroom assessment is an expected professional skill area for teachers. The purpose and function of classroom assessment must be clearly defined. A classroom assessment system needs to provide useful evidence that can be used to help answer questions regarding student learning.

3. 15-3 Classroom Assessment: Core Issues and Realities Learning outcomes for students must be identified, and confirmatory evidence of student learning needs to be collected and shared. Instruction-learning-assessment alignment must exist in the classroom.

4. 15-4 Classroom Assessment: Core Issues and Realities In the area of data collection, only information that is needed and will be used should be collected. Assessment is a comprehensive process and is much more than a test that may be given at the end of a lesson.

5. 15-5 Classroom Assessment Framework Exercise Part 1: Determining What Your Assessment System Will Do “What does your assessment system need to be able to do? What need(s) will it address for you?” By completing this activity, you come to recognize the important need or needs YOU have identified your assessment system must address and answer.

6. 15-6 To Answer the Question of Student Progress: Follow the Process Classroom assessment models that are aligned with instructional review require the examination of key elements within a problem-solving process. Those basic elements include at least the following: 1) Clear and identified learning targets must exist with instruction directed and focused on those learning targets and related student outcomes; 2) Collection of student evidence on progress relative to those identified targets and outcomes; 3) Review of student evidence as part of the decision- making process.

7. 15-7 Instructional Problem-Solving Process Learning targets identified and instruction focused on specific student outcomes Student learning evidence gathered (by teacher and students) on student progress relative to these outcomes Review of evidence (by teacher and students) and decisions made based on the collected student evidence

8. 15-8 Focus of the Assessment Cycle The primary focus of the assessment cycle is to collect student evidence so that data-informed decisions, which are designed to promote continued student learning and progress, can be made. Possessing student learning evidence allows teachers to make more relevant and meaningful decisions regarding the learning needs of their students.

9. 15-9 Focus of the Assessment Cycle If collected data supports that contention that students are making appropriate and desired progress, then instructional plans would likely be maintained with minimal changes. On the other hand, if students do not evidence expected learning gains and progress, then instructional modifications and adjustments would be necessary in order to address and hopefully remediate the current learning issue. The collected data from an assessment system should help an educator in the review and execution of instructional decisions and choices that are made in the classroom.

10. 15-10 Data Connected Decisions Then, and only then, can student evidence be reviewed, analyzed, and evaluated so that appropriate instructional decisions can be made by a teacher and/or students in that classroom. This approach reflects an evidence-based practice whereby authentic student evidence is considered and reviewed in directing and guiding the instructional and learning process in the classroom.

11. 15-11 Classroom Assessment Framework Exercise Part 2: Determining What Assessment Measures Will Be Used In Your Classroom Given the critical importance that student learning evidence plays in the instructional process, within your instructional delivery model (e.g., the progression of instructional activities and general sequence of your daily lesson plan) you need to determine when and what kinds of student learning evidence will be collected.

12. 15-12 Classroom Assessment Framework Exercise Part 2 At a minimum, the learning status of your students at three points within the instructional sequence should be known: I.Learning status of the students before the lesson and/or instructional unit is taught II.Learning status of the students no later than half way through the instructional lesson or unit III.Learning status of the students at the termination of the lesson and/or instructional unit

13. 15-13 Classroom Assessment Framework Exercise Part 2 As your list of measures is generated, it is important to recognize the fact that this should not be considered an “absolute list.” Selection is important and having different choices will need to exist given the unique particulars of a lesson and content that is to be learned. The key is recognizing the need for student data at these different instructional points and having a good idea of what you want and what measures can be used in order to accurately document and confirm student learning status.

14. 15-14 Classroom Assessment Framework Exercise Part 3: Aligning Your Classroom Assessments with Instructional Learning Impact As you review your measures and procedures, make sure that direct connections with the assessment practices of your classroom assessment system exist, and can be identified, with each one of these practices: 1. Effective and meaningful learning feedback is provided to students during the instructional process. 2. Efforts are made to ensure students are made a part of their learning and are actively connected to it.

15. 15-15 Classroom Assessment Framework Exercise Part 3 3. Assessment information is used by the teacher to examine the learning progress of students and to adjust the instructional process when and if necessary. 4. Assessment information is used to support and motivate students throughout the instructional process. 5. Students self-assess their own learning progress and make the necessary adjustments and modifications needed in order to reach the desired educational outcomes.

16. 15-16 Classroom Assessment Framework Exercise Part 4: Collecting Confirming Evidence of Student Learning After the pre-assessment but before the summative assessment(s) have been administered, the monitoring and facilitation of student progress is necessary, as each teacher strives to make sure that everyone stays on the intended instructional path. The need for, and review of, student learning evidence is as important as the delivery of the content material itself. Therefore, formative assessments and student performance feedback must exist as the instructional experience is actually taking place.

17. 15-17 Classroom Assessment Framework Exercise Part 4 Provide a description of how you expect formative assessment to work in your future classroom. Include in that description a listing of specific measures that you believe will provide you with your desired information and student learning evidence. Also, include a data collection timeline, general steps that will be followed, and how your students may be included in this assessment process.

18. 15-18 Classroom Assessment Framework Exercise Part 5: Making Informed and Effective Decisions Regardless of the specific foundation elements and measures that are selected and utilized, an assessment system must provide the teacher and his or her students with valuable and useful information so that effective educational decisions can be made.

19. 15-19 Classroom Assessment Framework Exercise Part 5 As a teacher goes through the process of collecting, reviewing, and using data and evidence to direct instruction and learning activities, he or she becomes a prominent “model” to his or her students. Data is seen as something to be used and valued. As the teacher, you need to be fully informed of student progress but so do the students themselves, as well as their parents. If students are enrolled in the collection and monitoring of their own data, then they can serve as direct informants to the system.

20. 15-20 Can You Answer this Question in the Affirmative? Does your assessment system provide you (and your students) with the information you (and they) need in order to make effective educational decisions regarding learning progress and student outcomes in the classroom?

21. 15-21 The Assessment Path in Your Future Classroom What will classroom assessment “look like” in your classroom? A colleague approaches you and wants to know how your classroom assessment system (i.e., identified learning outcomes, assessment measures, data review procedures, etc.) operates. What would you tell him/her and why? Make sure you have a system that works and provides you (and your students) with all the required information and feedback.

22. 15-22 Professional Pathway As you travel down the assessment path, realize that it will take time and practice to demonstrate effective assessment practices and you can’t or won’t know everything about assessment instantly; and that’s okay. Classroom assessment is a professional journey that requires continuous effort, time, and practice.