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.
Guideline: Scoring rubrics provide teachers the means to score each assessment consistently. Pre-determined criteria enable students to understand what is expected of them and serve as a communication tool with parents.
This Maryland Department of Education resource offers an online workshop on how to develop good assessments and rubrics. Though oriented toward the Maryland state assessment system, the content may be useful for all teachers.
This link is to a James Madison University resource providing a Dictionary of Student Outcome Assessment terminology.
This article authored by Mary Rose, a fourth-grade teacher at Lake Sybelia Elementary School, Orange County, Florida, explains how to use scoring rubircs.
This article authored by Douglas Fisher, Diane Lapp, and James Flood, describes how teachers can "work together improve their understanding of content and performance standards, collaborate to assess student work, work together to plan instruction, and re-teach content as necessary."
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.