Classroom Assessment KnowledgeBase

Element 2: Design or Select the Assessment

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.

Activity 1: Plan the Assessment

• Task 1: Consider Circumstances that Impact Formative Assessment
• Task 2: How to Use Formative Assessment

Activity 2: Evaluate Pre-existing Assessments

• Task 1: Identify Available Pre-existing Assessments
• Task 2: Work Through Considerations for Selecting Pre-existing Assessments
• Task 3: Identify Specific Assessment to Meet Purpose and Goals
• Task 4: Seek Input from Colleagues and Experts

Activity 3: Develop Own Assessment

• Task 1: Work Through Considerations for Developing the Assessment
• Task 2: Create the Assessment Based on the Specific Purpose and Goal
• Task 3: Seek Input from Colleagues and Experts

Element 3: Administer the Assessment

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.

Activity 1: Conduct the Assessment

• Task 1: Determine When to Use the Assessment
• Task 2: Create a Comfortable and Productive Environment in which to Conduct the Assessment
• Task 3: Identify Necessary Accommodation(s) and Timing
• Task 4: Provide Clear, Concise Instructions, and Positive Encouragement

Activity 2: Score the Assessment

• Task 1: Establish the Scoring Rubric to be Used with the Assessment
• Task 2: Determine Individual Student Scores
• Task 3: Assure Assessment Quality

Element 4: Understand and Interpret the Assessment Results

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.

Activity 1: Produce and Review Assessment Results

• Task 1: Review Results for Student Strengths and Weaknesses
• Task 2: Analyze Result Trends
• Task 3: Seek Comparative Data
• Task 4: Determine How and Where to Retain Assessment Data

Activity 2: Inform and Collect Feedback from Constituencies

• Task 1: Communicate with Students and Parents
• Task 2: Collaborate Among District and School Staff Members

Element 5: Make Adjustments in Instruction and Assessment

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.

Activity 1: Make Adjustments to Instruction

• Task 1: Make Adjustments to Content Emphasis and Curriculum
• Task 2: Formulate Adjustments to Instructional Delivery

Activity 2: Make Adjustments to the Assessment

• Task 1: Determine if Revisions to Original Assessment are Warranted
• Task 2: Plan Future Assessments Based on Students'; Strengths and Weaknesses
• Task 3: Align Adjustments with Curriculum Standards, Instructional Methods, and Other Assessments