There is no bigger topic in education these days than the topic of assessment. Assessment has many definitions depending on who is doing the talking. The purpose of assessments and the intended users of assessment information differ tremendously as well. Assessment can serve as a guide to the students; it has the ability to guide the teacher and can also drive education policy and reform. Continue reading
Tag Archives: strategies
Standards-based grading and reporting policies are becoming a norm in P/K ‐ 12 schools, districts, and states. However, as policies are created calling for shifts in grading and reporting practices, it is imperative that time be spent on making sure that classroom assessments, both formative and summative, are of high quality. So, what tools or checks are in place to assist teachers in making sure their classroom assessments are of high quality, prior to reporting if a student has met a standard?
I’ve found that using the assessment development cycle as described by Chappuis, Stiggins, Chappuis, and Arter (2012) is a great tool to critique an existing assessment or to provide guidance as an assessment is being designed. Using the assessment development cycle helps ensure I can accurately communicate about student mastery of standards. All assessments, regardless of assessment method, should go through the cycle to ensure assessments are of quality. Three stages make up the cycle and are described in Figure 1. Continue reading