Assessment Literacy Standards

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Assessment Literacy is essential for teachers

Assessment literate teachers 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
Teachers who are assessment literate believe:
  1. All educators must be capable in their understanding and use of classroom Assessment.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.
  2. An effective balanced Assessment system must meet the information needs of all users and use different, appropriate methods of Assessment to address those needs.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. Sound educational decisions require accurate and appropriate Assessment information. 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.
  4. Multiple Measures can provide a more balanced picture of achievement by a student or group of students.Multiple MeasuresThe use of different types of measures (e.g., assessment for learning and assessments of learning) to assess students or programs from different perspectives to obtain a broader picture of students or a program.
  5. Accurate Assessments are a critical attribute of effective teaching and learning for every student.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. Each student learns at a different pace and must be given sufficient time and assistance to achieve ambitious learner outcomes.
  7. The formative Assessment process can be used by teachers to assist all students in achieving ambitious learner outcomes.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. Assessment information can be used in making instructional decisions that positively impact 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.
  9. Clear Learning Targets, understood and used by teachers and understood by students, are necessary for learning and Assessment.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.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  10. Effective formative feedback is critical to support learning for all students.
  11. Students should be active partners in the learning process by using Assessment 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.
  12. Users of Assessments require time to learn to select, develop, and administer Assessments, as well as use the Assessment 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.
  13. Grading should reflect the current levels of student learning and achievement as they change.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.
  14. Assessments used should align with the curricula, instruction, and Learning Targets being used, as well as support Professional Learning activities related to each of these. 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.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.Professional LearningThe learning programs and experiences in-service educators engage in to improve their knowledge and skills and, thus, their performance on the job.
Knowledge
Teachers who are assessment literate know:
  1. 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.
  2. Student Assessment can be used for a variety of purposes:
    1. Promote student achievement of ambitious outcomes, through formative information gathered throughout learning for use by teachers and all students.
    2. Monitor individual student and group progress toward grade-level outcomes.
    3. Review and improve instructional offerings.
    4. Hold students, teachers, or school/district accountable.
    5. Predict future student performance/achievement.
    6. Select students for an instructional course or program (placement).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. The definitions of and uses for different types of Assessments:
    1. The formative Assessment process (i.e., Assessment for learning).
    2. Interim/benchmark Assessments (i.e., Assessment of learning).
    3. Summative Assessment (i.e., Assessment of learning).
    4. 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.
  4. The differences between the types of formal Assessment tools:
    1. Achievement
    2. Aptitude
    3. Diagnostic
    4. Screening
    5. Progress MonitoringAptitudeA term to describe the ability of an individual to carry out a task or activity.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.Progress MonitoringUsed to quantify a learner’s rate of improvement or responsiveness to instruction, intervention, or supports and to guide future learning. Progress monitoring can be implemented with individual learners and small groups. The frequency of measures should match the level of intervention intensity. Progress monitoring can be used to inform whether individual student interventions are effective.
  5. The different types of Assessment methods best matched to Learning Targets:
    1. Selected response: Multiple-choice, true-false, matching.
    2. Constructed response: Short or extended written or oral response.
    3. Performance: Written responses, presentations, or products.
    4. Personal Communication: interview.
    5. Observation.
    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.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.
  6. Non-technical explanations of statistical concepts associated with Assessment:
    1. Measures of Central Tendency (i.e., Mean, Mode, and Median).
    2. Measures of Variability (i.e., range, Variance, and Standard Deviation).
    3. Reliability (i.e., the consistency of Assessment information).
    4. Validity (i.e., based on evidence supporting the intended uses of the Assessment, not the Assessment itself).
    5. Bias (i.e., nothing about an Assessment Item disadvantages/advantages any student).
    6. Sensitivity (i.e., the Assessment Item contains nothing that will upset students).
    7. Correlation vs. Causation (i.e., the Correlation between two variables does not Mean one causes the other).
    8. Measurement error (the level of uncertainty around test scores).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.Measures Of Central TendencyMean, Mode, and Median: Mean — The arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores. Median — The score at the middle point in an ordered set of scores. Mode — The most frequently occurring score in a set of scores.Measures Of VariabilityVariance and Standard Deviation: Variance — The sum of the squared deviations of scores in a set of scores from the mean score of the set, divided by one less than the total number of scores. Standard Deviation — The square root of the variance.MeanThe arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores.MedianThe score at the middle point in an ordered set of scores.ModeThe most frequently occurring score in a set 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.SensitivityThe use of a topic in an assessment item that some students may find troubling or offensive.Standard DeviationThe square root of the variance. VarianceThe sum of the squared deviations of scores in a set of scores from the mean score of the set, divided by one less than the total number of scores.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.
  7. A test should only be used for purposes for which there is Validity evidence supporting those uses.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.
  8. 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.
  9. How to develop high-quality classroom tests of learning:
    1. Determine the purpose(s) for assessing as part of an overall test plan.
    2. Determine the standards or Learning Targets to be assessed.
    3. Select the Assessment methods appropriate to Learning Targets and Assessment purpose(s).
    4. Design a blueprint that will permit confident conclusions about achievement.
    5. Select or develop the necessary Assessment Items and Scoring tools where needed.
    6. Review the Item data before Reporting the results.
    7. Use Assessment results to improve the test if you intend to use it again in the future.
    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.ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.ScoringThe process of determining how well a student did on an assessment.
  10. How to develop or select high-quality common Assessments of learning:
    1. Determine the purpose(s) for assessing.
    2. Determine the standards or Learning Targets to be assessed.
    3. Select the Assessment methods appropriate to Learning Targets and Assessment purpose(s).
    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.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  11. The steps in designing an Assessment:
    1. Design a test plan or blueprint that will permit confident conclusions about achievement.
    2. Construct or select the necessary Assessment Items and Scoring tools needed.
    3. Review the Assessment Items for content Alignment, fairness, and Sensitivity.
    4. Try the Items out in advance, or review initial Item data before Reporting the results.
    5. Improve the test through review and analysis of the Assessment tryout information.
    AlignmentRefers to whether an assessment item measures any part (ideally, the most important part) of a content standard. Also refers to how much of a set of content standards an assessment instrument measures. Two-way alignment refers to how much of a set of content standards is measured by an assessment instrument as well as whether the assessment instrument covers most, if not all, of the set of content standards.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.ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.ScoringThe process of determining how well a student did on an assessment.SensitivityThe use of a topic in an assessment item that some students may find troubling or offensive.
  12. The process for selecting an Assessment:
    1. Select Assessment Items and Scoring tools needed.
    2. Review the Assessment Items for content Alignment, fairness, and Sensitivity.
    3. After initial use, review Item data before Reporting the results.
    4. Improve the test through review and analysis of the initial Assessment information.
    5. Verify that the Assessment will permit confident conclusions about achievement based on the Assessment.
    AlignmentRefers to whether an assessment item measures any part (ideally, the most important part) of a content standard. Also refers to how much of a set of content standards an assessment instrument measures. Two-way alignment refers to how much of a set of content standards is measured by an assessment instrument as well as whether the assessment instrument covers most, if not all, of the set of content standards.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.ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.ScoringThe process of determining how well a student did on an assessment.SensitivityThe use of a topic in an assessment item that some students may find troubling or offensive.
  13. There are different ways to report results of Assessments of learning, and specific circumstances when each is useful:
    1. Normative interpretations.
    2. Criterion-referenced 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.
  14. There are multiple sources of Assessment information that can validly reflect a teacher’s effectiveness.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.
  15. How to translate standards into clear Learning Targets used by teachers and understood by students.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  16. When and how to give students appropriate access to accessibility features that are available to all students, as well as accommodations appropriate for some students (e.g., students with disabilities, Section 504 students, and English learners).
  17. Know how to provide effective feedback from Assessments suitable for different audiences: descriptive versus evaluative.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.
  18. How to use and create Scoring tools (guides, rubrics, checklists, Scoring rules, standards).ScoringThe process of determining how well a student did on an assessment.
  19. Sound Assessment Reporting practices from Assessments used for different purposes. 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.ReportingDescribing the performance of a student or a group of students on an assessment in written, graphical, or verbal terms.
  20. Grading practices that reflect students’ current levels of learning and achievement as student learning and achievement changes.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.
  21. How to help students to reflect on their own learning.
Performance
Teachers who are assessment literate can:
  1. Self-assess their work and Model this for students.ModeThe most frequently occurring score in a set of scores.
  2. Select and use various Assessment methods appropriate to Assessment purposes and Learning Targets.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.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  3. Use Learning Targets, understood by students and that are aligned with the standards, to guide instruction.Learning TargetsThe individual learning outcomes based on content standards used for teaching and/or testing.
  4. Use Learning Progressions to guide instruction and Assessment. 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.Learning ProgressionsThe sequence of learning topics that students typically go through to learn an important topic/skill.
  5. Implement Assessment development processes:
    1. Plan the Assessment.
    2. Develop/select Assessment Items.
    3. Review and critique Assessment Items.
    4. Try out the Items to see if they work.
    5. Review and revise Items.
    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.ItemAn assessment question, problem, or exercise. The individual questions that are used in a test.
  6. Model and support good Assessment practices for students in their classrooms.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.ModeThe most frequently occurring score in a set of scores.
  7. Use Assessment information within appropriate, ethical, and legal guidelines.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. Use a variety of Protocols as appropriate for looking at and Scoring student work.ProtocolsGuidelines for students to use when completing an assessment.ScoringThe process of determining how well a student did on an assessment.
  9. Understand and determine levels of student achievement accurately and communicate it effectively.
  10. Use Assessment information to make appropriate instructional decisions to improve learning for individual students and groups of 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.
  11. Provide timely, actionable formative feedback to students based on Assessment results.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.
  12. Support student use of Assessment feedback to improve mindsets, learning, and 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.
  13. Use appropriate Grading practices (e.g., standards-based) that are equitably applied across students so that grades are a Meaningful, accurate reflection of current learning and supportive of future learning.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.MeanThe arithmetic average of a set of data, calculated by adding up all the scores and dividing the total by the number of scores.
  14. Use appropriate techniques (e.g., learning Protocols) to collaboratively analyze, understand, and use evidence to improve instruction.ProtocolsGuidelines for students to use when completing an assessment.
  15. Use multiple sources of evidence over time to identify trends in learning by individual students and groups of students.
  16. Use Data Management Systems to access and analyze evidence of student performance.Data Management SystemA computer software system that is used to store educational data and to permit these data to be retrieved, analyzed, and used.
  17. Communicate effectively about student learning and achievement with students, families, other teachers, and administrators.
  18. Seek to increase their knowledge and skills in Assessment.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 who are assessment literate promote the use of assessment data by supporting others to improve student learning through the alignment of curriculum, instruction, and assessment by:
  1. Implementing district-developed Learning Progressions.Learning ProgressionsThe sequence of learning topics that students typically go through to learn an important topic/skill.
  2. Explaining how to analyze and use Assessment results.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. Using Assessment information, including Student Group Performance, to improve teaching and 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.Student Group PerformanceThe performance of a subset of students from a larger group, examined to ensure that all student groups in a school are achieving content standards equitably.
  4. Using multiple sources of data over time to identify and monitor trends in learning.
  5. Using Assessment information to reflect on their effectiveness and to plan changes in instructional practices.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.

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