Classroom Assessment for Student Learning:

Doing It Right – Using It Well

Purpose of Assessment

SUMMATIVE

• Assessments OF Learning– How much have students learned as of a particular

point in time?

FORMATIVE

• Assessments FOR Learning– How can we use assessment information to help

students learn more?

Research on Effects of Formative Assessment:

.7 Standard Deviation Score Gain = 25 Percentile Points on ITBS (middle of score

range) 70 SAT Score Points 4 ACT Score Points

Largest Gain for Low AchieversBlack & Wiliam

Needed Improvements

• Increased commitment to high-quality formative assessments

• Increased descriptive feedback, reduced evaluative feedback

• Increased student involvement in the assessment process

Key 1: Clear Assessment Purpose

Always begin by asking

• What decisions?

• Who’s making them?

• What information will be helpful to them?

Purpose:Assess to meet whose needs?

Classroom Instructional Support

Policy

Students

Teachers

Parents

Teacher Teams

Curriculum Coordinators

Principals

Superintendent

School Board

Taxpayers

Legislators

Balanced Assessment

SummativeProvides evidence achievement to certify student competence or program effectiveness

Assessment for learning

Use assessments to help students assess and adjust their own learning

Formative uses of summative dataUse of summative evidence to inform what comes next for individuals or groups of students

FormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed

Assessment for learning

Use classroom assessments to inform teacher’s decisions

Balanced Assessment: Stakeholders’ Needs

• Annual accountability testing• Interim, short-cycle or benchmark testing• Ongoing, accurate classroom assessments

for and of learning• Students are the most influential user of

assessment information

Key 2: Clear Learning Targets

• Know what kinds of targets are represented in curriculum

• Know which targets each assessment measures

• Advances communication of learning targets in student-friendly language

Kinds of Targets

• Master content knowledge

• Use knowledge to reason and solve problems

• Demonstrate performance skills

• Create quality products

Clear Targets: Benefits to Students

• Students who could identify their learning scored 27 percentile points higher than those who could not (Marzano, 2005)

• A student’s success on a standardized math test: 40% is dependent upon mathematics literacy (Jacobs, 2004)

Key 3: Sound Assessment Design

• Select a proper assessment method

• Select or create quality items, tasks, and rubrics

• Sample—gather enough evidence

• Control for bias

• Design assessments so students can self-assess and set goals

Key 4: Effective Communication

• Provide students with descriptive feedback

• Involve students in tracking and communicating about their learning

• Use grading practices that accurately communicate about student learning

• Interpret and use standardized test results correctly

Key 5: Student Involvement The Seven Strategies

of Assessment for Learning

Where am I going?

1. Provide a clear statement of the learning target

2. Use examples and models

Where am I now?

3. Offer regular descriptive feedback

4. Teach students to self-assess and set goals

How can I close the gap?

5. Design focused lessons

6. Teach students focused revision

7. Engage students in self-reflection; let them keep track of and share their learning

Why Assessment for Learning Works

When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. Black and Wiliam, 1998; Sternberg, 1996; Young, 2000

Expected Benefits and Proven Results

• Assessment connected to learning• Better instruction focused on

standards• Profound achievement gains for all

students, with the largest gains for lowest achievers

• More self-managed learning by students