Parts of Assessment
Assessment includes testing, evaluation and measurement. It uses both summative and formative evaluation to monitor student progress and structure future assignments that may be beneficial to the student. Generally it is used to make a particular educational decision. The objective and learning targets should match, and the selected assessment techniques should accommodate the specific needs of the learner to whom it is applied.
When making an assessment, it is important to use many evaluative measures that may or may not include monitoring and testing. It may require a significant amount of time to complete an accurate assessment. The assessment should be a clear and specific objective that is relayed to the student in understandable terms, and the techniques used should match the learning target. The needs of the learners must be met for an accurate result, and meaningful feedback is beneficial to the process. Always take the students individuality into account. That is why multiple assessment procedures are helpful.
Defining Your Purpose/Making a Plan
The University of Texas has a good resource for designing an assessment plan . They identify five steps:
- Describe the learning context.
- Identify stakeholders and their needs. **This may involve more than knowing your students.
- Create learning objectives.
- Determine how you will use the results.
- Create an assessment plan.
Keep in mind that there are a wide variety of assessment tools beyond the typical tests and quizzes. Project Based Learning , portfolios, rubrics , student led conferences , discourse assessment, demonstration, and more . Your own observations and “gut instincts” can be very important, but should always be supported by evidence gathered through some assessment technique.
Rick Wormeli – Fair isn’t Always Equal
Stenhouse Publishing has a website dedicated to differentiation and assessment based on Rick Wormeli’s book Fair isn’t Always Equal. It hopes to provide a rich array of free resources designed to facilitate individual or group study of Fair Isn’t Always Equal, including:
Two new, substantial study guides (each more than 30 pages long), one designed for classroom teachers and one designed for facilitators who may use the book to lead group discussions
Q&A’s — abbreviated versions of Rick’s correspondence with readers where he addresses common concerns about assessing and grading in the differentiated classroom
Video and audio podcasts where Rick will expand on issues raised in the book
Articles that support the book’s main themes