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.
Guideline: Formative assessments enable teachers to adjust instruction to ensure students are grasping the subject matter and concepts presented. After analyzing assessment results, teachers can use those findings to make necessary adjustments in content emphasis and/or how to deliver curriculum.
This online workshop is part of Concept to Classroom, a series of award-winning professional development workshops developed by Thirteen Ed Online. As noted at its website, "This workshop is intended to help the classroom teacher rethink, and perhaps redesign, how they plan their classes. In an assessment-focused classroom, the role of the teacher shifts to planning the curriculum with a vision of what he/she intends all students to achieve. Likewise, the role of the student changes in assessment-focused classrooms as they now have a good idea of what they are expected to accomplish and how they can demonstrate their knowledge."
This Maryland Department of Education online workshop explains how to examine assessments and assignments for good alignment with content standards indicators and appropriate rigor. Though oriented toward the Maryland state assessment system, the content may be useful for all teachers.
This Maryland Department of Education online workshop reviews how to plan an examination of student work and lead a team through the process. Its focus is on teachers collaborating to examine student work. Though oriented toward the Maryland state assessment system, the content may be useful for all teachers.
From Turning Points, "this guide provides six protocols, structured formats that will help a school community engage in the process of collaboratively analyzing and discussing teacher and student work."
This Turning Points publication presents a series of brief stories with examples of teachers interacting to improve their instruction and students' work.
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.