It's time to step back and reconsider
what kinds of assessments will help our students and teachers succeed in school and life.
We all go to the doctor to see how our body is functioning and we speak with retirement professionals to see what life after work will look like, so why not give your business that
same kind of assessment for your most important asset — your people?
With many different
kinds of assessments used for many different purposes, today's teachers need to be knowledgeable about when and why to use the various tools available to them (Shepard, 2000).
But in order to assess a student's deep understanding of the subject and their ability to apply a concept, you can not test those kinds of abilities through a traditional paper - and - pencil, crank - out - the -
formulas kind of an assessment.
If the counselor decides, however, that there is no imminent physical emergency then he will be free to move into the
second kind of assessment and determine, in detail, what kind of crisis is now in effect, what the stresses are, and what they mean to this person at this time.
However, if students» results are to be compared directly across schools, then the
broad kinds of assessment activities that teachers use, the conditions under which students complete these, and the marking schemes for judging and recording performances on these activities will need to be consistent across schools.
Robert Rothman (2006) describes the differences between the two
major kinds of assessment, summative assessment and formative assessment.1 Summative assessment is directed at answering a key question — Do you understand?
High stakes testing is an inaccurate measure of the knowledge of students because it rates them based on how they did on a single day and on a single test rather than on how they did during a full year of work and on many different
kinds of assessment methods.
During that time, I had noted in my journal how structured the mathematics and science assessments we were examining seemed to be, and had wondered what
kind of assessment practices would capture the dimensions of the social studies discipline that make it so unique.
The assessment landscape in the older grades is currently dominated by summative tests, but young children need a different
kind of assessment process.
Administrators (and parents) need to learn how teachers use reading assessments, just as much as teachers need to learn
new kinds of assessments.
«But you can't assess a student's deep understanding of a subject and their ability to apply a concept through a traditional paper - and - pencil, crank - out - the -
formulas kind of assessment,» says Reeder.
This special report highlights common misconceptions about the approach and shows how formative assessment differs from
other kinds of assessments, such as summative or benchmark tests.
This 2012 report by the Northwest Evaluation Association and Grunwald Associates LLC describes feedback from parents and teachers on
what kinds of assessments are most useful, relevant, and cost effective, and makes recommendations for assessment developers, policymakers, and state and district leaders based on their findings.
The types and frequency of assessments varied most for kindergarten teachers, as might be expected, but in general, all teachers in grades 1 - 3 reported using
many kinds of assessments on a weekly basis.
When first faced with a crisis situation the counselor needs to make two
kinds of assessments.
After three months, the media got to the 100 - day mark at which
some kind of assessment is usually produced; and Pope Francis really didn't seem to be giving them much to go on.
But it's highly unlikely, almost utopian, to imagine we could do it on a national scale, and far more likely are precisely
the kinds of assessment tools that undermine a strong education.
Although STEAM design challenges foster
this kind of assessment naturally as an organic process, PBL can add the intentionality needed to teach and assess the 21st - century skills embedded in STEAM.
The kinds of assessments the consortia are developing, which rely more heavily than most state tests on open - ended tasks and student writing, are more expensive to develop than many current state tests.
That kind of assessment and feedback is one performance measure that is important to me in my teaching.
A project is
a kind of assessment.
It's not so different from
the kind of assessment Jennifer Simone would like for her students.
In effect,
the kind of assessment and a clear, well - communicated notion of what acceptable and excellent performance «looks like» on that assessment, should drive the form of instruction that a teacher utilizes.
We will improve how our students access materials,
the kinds of assessments available, the types of lesson materials and multimedia we use and really give our students ownership in the process.
This kind of assessment stands in stark contrast to most current assessments.
This kind of assessment is concerned not just with content but also with real - world applications.