Guideline: Understanding the current status of the class's academic performance is an essential prerequisite to developing a sound program of formative assessment. The resources provided will assist the teacher in compiling this snapshot.
This chart provides a checklist of data elements related to student demographics for inclusion in a school profile.
This resource describes in "plain English, some basic concepts in statistics that every writer should know."
The Maryland Department of Education, as part of its School Improvement in Maryland website, offers guidance on analyzing classroom data. Though oriented toward Maryland educators, the content may be useful to educators in other states.
This link is to the School Improvement in Maryland website's information on data analysis. Though intended for Maryland districts, the content may be useful to educators in other states.
This document contains links to national and state education data sources. The content may be useful to educators when developing a school profile.
Purpose: Assessments used in the classroom can be designed locally by teachers or selected from any number of commercial or other professional sources. Regardless of an assessment's origin, teachers must first plan what they intend to accomplish with the assessment. Upon doing so, they can determine whether a pre-existing or new assessment will best meet their needs.
Purpose: Administering assessments includes conducting and scoring. Conducting the assessment addresses the when, where, and how of doing so. Scoring the assessment focuses on the scoring rubric, determining individual scores, and analyzing the results. Both are essential parts of administering the assessment.
Purpose: When used properly, assessment results enhance instruction. It is incumbent upon teachers to understand, know how to interpret, and explain the results effectively to their students, parents, and other district and school staff members.
Purpose: Good assessments provide the basis for making adjustments in instruction as well as future assessments. Assessment results show teachers where changes need to be made in instructional approaches for groups of students or individual students. The assessment outcomes also show students what they need to do to improve their learning. Changes to instruction based on assessment results complete the learning cycle.