Assessment Literacy: Strategies

Assessment Literacy: Strategies 1:37

Ask Worthy Questions
Structure to Support Performance
Use Variety
Modify for Clarity

Assessment Literacy: Checklist

Assessment Literacy: Checklist 1:37

Feedback
Decisions
Feasibility
Efficiency
Content
Tasks
Validity
Reliability
Participation (Open)
Disclosure (Open)
Fairness
Impact

Assessment Literacy: Principles

Assessment Literacy: Principles 1:37

Educative
Practical
Relevant
Accurate
Open
Appropriate

Assessment Literacy: Concepts

Assessment Literacy: Concepts 1:37

Useful
Meaningful
Equitable

Vocabulary for Assessment

Vocabulary for Assessment

Accurate: Assessment is accurate when results are both valid and reliable -- when it produces valid results based on reliable evidence and expert judgments of quality.

Alternative assessments: formal, yet non-conventional, ways of demonstrating learning.
Appropriate Assessment: makes certain that content and tasks are meaningful and that feedback and judgments are educative.

Appropriate: Assessment is appropriate when it fairly accommodates students’ sociocultural, linguistic, and developmental needs.

Assessment must balance: being informative (educative) with being doable (feasibility and efficacy).

Assessment: involves the ongoing gathering of information by a teacher using informal and formal tools that capture student learning.

Classroom assessments: informal, ongoing assessment strategies interwoven with instruction.

Educative feedback: captures and communicates judgments about student work that show students how to get better at learning the things they are being assessed on. It is educative when it strengthens and supports the learning process rather than interferes with or distorts it. It is more often descriptive than evaluative. Assessment is educative when it supports learning, improves student performance, and supports effective instructional decisions.

Equitable Assessment: every student has access to assessment tasks that allow them to show what they know and can do.

Equitable Teaching: every student is supported by a more capable other within his or her own zone of proximal development.

Evaluation: making value judgments or decisions about the achievement of students or the quality of school programs.

Motivation, learners': based on bridging the gap between expected benefits and required efforts.

Open Assessment: students understand how and on what they will be assessed. Assessment is open when it is a participative process and discloses its purposes, expectations, criteria, and consequences.

Practical: Assessment is practical when it is feasible and efficient within available resources.

Relevant: Assessment is relevant when it emphasizes understanding important content and performing authentic tasks.

Reliability: dependability of the data upon which judgments about student performance are based. (1. Check specifications, that identify concepts to be tested, tasks for testing them, and thinking levels and language skills required, against learning goals and use them to guide the construction of assessment. 2. Make certain several items assess each big idea. 3. Use longer tests and more consistent testing conditions: all student have plenty of time and all the useful tools that might benefit some students. 4. Use analytic rubrics and checklists.

Testing: a narrow focus on student achievement or knowledge at one point in time.

Traditional test: asks for a paper-and-pencil response to multiple choice true/false, short answer, or essay questions.

Validity: concerned with the claim, judgment, or interpretation made about the student’s performance.

Why This Blog?

I'm working on the third class for my ESL Endorsement: "Assessment for Linguistically Diverse Students" through the Brigham Young University/Public Schools Partnership. Posting helps me to better understand the class materials, and hopefully I can share something of what I'm learning with my fellow teachers.

Learning Targets

"Any student can hit the target,
as long as they can see it
and it's held still."
found on page 2:8 of Assessment for Linguistically Diverse Students: Instructional Guide from BEEDE