Assessment Literacy Standards

For Students and Their Families

Assessment Literacy Standards for...

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Assessment Literacy is essential for students and families

Assessment literate students and families 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.

Elementary Students

Dispositions
Elementary students and their families who are assessment literate believe that students:
  1. Achieve ambitious targets for learning if given sufficient learning opportunities, educator support, and family encouragement.
  2. Learn more efficiently when they know the targets for their learning and the corresponding Success Criteria.Success CriteriaLists, statements, models, or exemplars that tell or show students what they should know, understand, and be able to do at the end of instruction. These criteria identify elements of quality that should be present in student work. These criteria may be used by teachers to determine student proficiency.
  3. Achieve these targets through deliberate effort and perseverance.
  4. Learn more effectively with formative, actionable feedback provided by their teachers, peers, and self.
  5. Use Assessments to self-assess, monitor, and support their 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.
  6. Are ultimately responsible for their own learning.
Knowledge
Elementary students and their families who are assessment literate know:
  1. There are different reasons for taking Assessments:
    1. Improving student learning and achievement.
    2. Providing information about student learning for use in Grading and other purposes.
    3. Identifying students to receive specialized services (e.g., gifted programs, support services, etc.).
    4. Providing information that predicts students’ future performance/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.GradingRating an individual or program on the basis of external standards. As student learning and achievement changes, grades change to reflect current levels of student learning and achievement.
  2. Different approaches to Assessment are used:
    1. The formative Assessment process is used frequently during instruction, to adjust learning tactics or instructional approaches.
    2. Summative Assessments are used periodically at the conclusion of units of instruction (e.g., interim or annual summative Assessments). 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.
  3. Different types of Assessments are used to assess different types of Learning Targets in the classroom:
    1. Selected response: Multiple-choice, true-false, matching.
    2. Constructed response: Short or extended written response.
    3. Performance: Written responses, presentations, or products.
    4. Personal Communication: Observations and Interviews. 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.InterviewsIn this type of assessment, a teacher typically asks an individual student a series of questions and records students’ responses to the questions.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.ObservationAn assessment of one or more aspects of student performance by a trained observer, either in a natural setting or one that has been structured especially for the observation. A protocol or rubric may be used by the observer.Personal CommunicationAn assessment conducted one-on-one between an adult and a student — sometimes an interview.
  4. Different types of Assessments provide different types of information about what students know and can currently do. 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.
  5. How to self-assess their learning, using rubrics and formative feedback from self and peers.
  6. How to use Assessment results to reflect on their learning, set goals for future learning, and work to improve their 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.
  7. Important decisions that affect students should be based on multiple pieces of data, including the most current and relevant data.
Performance
Elementary students and their families who are assessment literate:
  1. Use Learning Targets to understand academic standards and to support student learning outcomes.
    Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  2. Use formative feedback to improve student learning.
  3. Use a variety of appropriate Protocols to review their own work. ProtocolsGuidelines for students to use when completing an assessment.
  4. Use Assessment results to improve 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.
  5. Explain their Assessment results to teachers and their families.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.
  6. Self-monitor their learning over time.

Secondary Students

Dispositions
Secondary students and their families who are assessment literate believe that students:
  1. Achieve ambitious targets for learning when given sufficient learning opportunities, educator support, and family encouragement.
  2. Learn more efficiently when they know the targets for their learning and Success Criteria.Success CriteriaLists, statements, models, or exemplars that tell or show students what they should know, understand, and be able to do at the end of instruction. These criteria identify elements of quality that should be present in student work. These criteria may be used by teachers to determine student proficiency.
  3. Achieve these targets through deliberate effort and perseverance.
  4. Learn from effective formative feedback provided by their teachers, peers, and self.
  5. Use Assessment to self-assess, monitor, and support their continued 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.
  6. Are ultimately responsible for their own learning.
Knowledge
Secondary students and their families who are assessment literate know:
  1. There are different reasons for taking Assessments:
    1. Improving student learning and achievement.
    2. Identifying students to receive specialized services (e.g., gifted programs, support services, etc.).
    3. Providing information about student learning for use in Grading and other purposes.
    4. Providing information that predicts students’ future performance/achievement.
    5. Informing non-instructional decisions (e.g., college admissions decisions).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.GradingRating an individual or program on the basis of external standards. As student learning and achievement changes, grades change to reflect current levels of student learning and achievement.
  2. Different approaches to Assessment are used:
    1. The formative Assessment process is used frequently during instruction.
    2. Summative Assessments are used periodically at the conclusion of units of instruction (e.g., interim or annual summative Assessments).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.
  3. Different types of Assessments are used to assess different types of Learning Targets in the classroom:
    1. Selected response: Multiple-choice, true-false, matching.
    2. Constructed response: Short or extended written response.
    3. Performance: Written responses, presentations, or products.
    4. Personal Communication: Observations and Interviews.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.InterviewsIn this type of assessment, a teacher typically asks an individual student a series of questions and records students’ responses to the questions.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.ObservationAn assessment of one or more aspects of student performance by a trained observer, either in a natural setting or one that has been structured especially for the observation. A protocol or rubric may be used by the observer.Personal CommunicationAn assessment conducted one-on-one between an adult and a student — sometimes an interview.
  4. Different types of Assessments are scored differently and provide different types of information about what students currently know and can do.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.
  5. How to self-assess their learning, using rubrics and formative feedback from self and peers.
  6. Feedback can be descriptive versus evaluative.
  7. How to use Assessment results to reflect on their learning and to set goals for future 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.
  8. Important decisions that affect students should be based on multiple pieces of data.
Performance
Secondary students and their families who are assessment literate:
  1. Use Learning Targets to understand the standards and to support student learning outcomes.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  2. Use formative feedback to improve student learning.
  3. Use different approaches for looking at their own work with peers and teachers.
  4. Use Assessment results to improve 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.
  5. Explain their Assessment results to teachers and their families.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.
  6. Use multiple sources of data to monitor their learning over time.

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