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T H E P U R P O S E S O F E D U C AT I O N A L A S S E S S M E N T
THE ASSESSMENT FRAMEWORK
PRIMARY PURPOSES FOR ASSESSMENT
1. Screening
Function
Determines student skills,
needs, and levels of
performance
Why
To identify students who
need additional assessments
and/or supplemental/ intervention instruction
Who
All students
Key Feature
s
Brief, initially administered early in the
year, & predictive of
reading outcomes
SCREENING MEASURES
• Goal is to maximize the amount of information collected in the minimum amount of time.• Assessments can be
administered up to 3 times per year (beginning, middle, and end).
SCREENING MEASURES
• Screening assessments must:• Align with what is being taught• Have alternate versions
because of repeated use• Be efficient – quick, reliable,
valid• Have “predictive validity” – e.g.
a low score in the Fall predicts difficulty at the end of the year
PRIMARY PURPOSES FOR ASSESSMENT
2. Progress Monitoring
Function
Monitors student
response to targeted
instruction
Why
To inform teacher of
effectiveness of targeted
instruction for individual students
Who
Students who are at risk or have not met grade-level
benchmarks & are receiving
interventions in specific skill
areas
Key Feature
s
Brief, administered frequently, sensitive to
small changes over time
PROGRESS MONITORING
• PM is most valuable when information is collected and used on an ongoing basis to inform instruction.
• May be administered weekly, biweekly, or monthly, depending on student need and intensity of intervention.
PROGRESS MONITORING
PM Provides:
• Data to make decisions about students
• Accountability by documenting progress
• Flexibility to modify intervention components
• Motivation to continue until goals are achieved
PRIMARY PURPOSES FOR ASSESSMENT
3. Diagnostic
Function
Analyzes student
strengths and
weaknesses to identify
specific instructional
needs
Why
To provide more
precise, in-depth info of a student’s knowledge and skills in
order to guide
instruction
Who
Students identified for
additional support
based on screening, if
more information is needed
Or students who are not
making progress over a
period of time, if more information is needed
Key Features
Given individually, provides an
in-depth instructional
profile
DIAGNOSTIC MEASURES
• Diagnostics are expensive and time-consuming to administer.• Assessments should only be given when
there is a high probability they will provide new information to help plan more effective instruction.• If schools are implementing screening and
progress monitoring in a reliable and valid way, diagnostic measures may be necessary only in unusual circumstances.
PRIMARY PURPOSES FOR ASSESSMENT
4. Outcome
Function
Measures student
performance relative to state or national
grade-level achievement expectations
Why
To determine student progress based on
national or state norms
To make decisions
about students for upcoming
years
Who
All students
Key Features
Comprehensive
OUTCOME MEASURES
• Assessment provides a bottom-line evaluation of the effectiveness of the reading program.• Outcome
assessments are conducted following instruction (at the end of a unit, grading period, and/or year).
FINAL WORD
High-quality assessments provide feedback to students, teachers, and schools about what has been learned, and they ‘feed-forward’ information that can shape future learning, as well as guide college and career-related decision making.
Keep in mind that some assessments can be used for multiple purposes.
