Assessment Literacy is essential for policy makers
Assessment literate policy-makers understand how student assessment can empower them to better carry out their role in education, believe that assessment can improve teaching and learning, and put activities and behaviors in place to act on these beliefs.
Assessment Literacy Standards
Download the full set of standards and the companion glossary.
Dispositions
Policymakers who are assessment literate believe:
- Teacher and administrator certification standards should include competence in Assessment as a criterion for licensing.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- A balanced Assessment system is essential at the local school district level using Assessments of learning, (i.e., summative and interim Assessments), as well as Assessment for learning (i.e., the formative Assessment process).AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Assessments closer to the classroom usually have a greater impact on improving achievement for all students.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Teachers and administrators need formal training in the development and use of Assessments and the formative Assessment process to increase success for all students.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Important decisions about schools, educators, or students should be made based on multiple sources of accurate, relevant data.
- Assessment literacy for themselves will help them better support instructional improvement efforts.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Assessment-related policies can help (or hinder) the public purpose of an education to support all students to become capable and contributing citizens.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
Knowledge
Policymakers who are assessment literate know:
- A balanced Assessment system supports:
1. Different users who have different Assessment purposes.
2. Different Assessment purposes that may require different Assessment methods.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed. - Student Assessment can be used for a variety of purposes:
1. Provide formative information to students and their teachers throughout learning so all students achieve ambitious outcomes.
2. Monitor student group achievement.
3. Review and improve instructional program offerings.
4. Students, teachers, or system Accountability.
5. To hold student, teacher, or school/district accountable.
6. Predict future performance/achievement.
7. Evaluate programs.AccountabilityHolding organizations, educators, or others responsible for the performance of students, educators, or school programs.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed. - The definitions of and uses for different types of Assessments:
1. Assessment for Learning (i.e., the formative Assessment process).
2. Assessment of Learning (i.e., summative and interim/benchmark Assessments).
3. Criterion vs. norm-referenced Assessment score interpretations.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed. - There are different ways to evaluate student achievement; each has advantages and challenges.
- There are several essential technical standards for high-quality Assessments:
1. Reliability—Do the Assessments produce replicable scores?
2. Validity—Is there evidence that supports the intended uses of the Assessment?
3. Bias—Nothing about an Assessment Item disadvantages or advantages any student group.
4. Correlation vs. Causation—Correlation between two variables does not Mean one causes the other.
5. Measurement error— All measurement contains some amount of error, so the level of uncertainty around test scores needs to be quantified. AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.BiasThe manner in which a test question is posed that disadvantages some students, due to factors other than their knowledge of the topic being assessed.CausationA demonstration that one variable has a direct and predictable impact on another variable. Note: a correlation between two variables (e.g., poverty and student achievement) does not mean that one variable (poverty) causes the other one (low achievement).CorrelationA demonstration that two variables move in the same or opposite manner. This does not mean that one variable causes the other. (See Causation)ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.MeanThe arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores.ReliabilityA statistical determination of the internal consistency, comparability, or stability of an assessment. A necessary, but not sufficient, condition for a summative assessment to be useful.ValidityThe extent to which a test measures what it is intended to measure. A test itself is neither “valid” nor “invalid.” Validity is determined based on the adequacy of the information in support of the intended use of the assessment. - Assessments can be purchased or developed locally; each approach has advantages and challenges.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- There are a number of steps in the Assessment development process to produce high-quality Assessments, and adequate time and resources are needed to do this effectively.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Users of Assessments require time to learn to select and administer Assessments, as well as use the results appropriately; resources are needed to carry out these activities.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- There is little evidence to suggest that local, state, national, and international summative Assessments, in themselves, improve education or student achievement.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Which student measures are appropriate to use for teacher and administrator evaluation.
Performance
Policymakers who are assessment literate:
- Provide the necessary authorization and resources (time, money, and staff) to create and implement quality balanced Assessment systems.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Ensure that only high-quality Assessments are selected/ developed and used.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Strive to understand how Assessment for and of learning can be used to improve student learning.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.
- Support activities to improve their own Assessment literacy and that of their staff.AssessmentAn evidence-based tool or procedure designed to determine the status of an individual student or group of students on an attribute of interest. This includes a variety of types of methods such as tests, observational protocols, interviews, performance measures, and so forth. A test is only one type of assessment. There are two broad types of assessment: 1. Assessment for Learning — Assessment that takes place while instruction is occurring. The information is used to enhance instruction and student learning. 2. Assessments of Learning — Summative measures of student achievement used at the conclusion of instruction, when little or no new instruction is anticipated on the content assessed.