Assessment

Assessment section title

Closing the Gap

Due to state and federal mandates, educators have become more aware of the need and requirement to close the achievement gap for all learners.

The expectation for student growth and academic achievement requires educators to continuously search for improved ways to educate today’s diverse student population.

Closing the gap between Federal and state mandates.

Impacting Student Learning

Districts and campuses sometimes overlook areas in which they can have a powerful influence on student learning. Explore the variables listed below, and consider the impact each variable has on student learning and performance results.

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Current school processes occur at school and classroom levels and include educational activities as well as psychological/social events. These processes will be discussed later in the course.

 

 

 

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Assessments have clear, measurable, and expected standards for achievement. Correct use of assessments ensures students have sufficient opportunities to demonstrate knowledge, skills, and/or growth as defined by clear, measurable standards.

 

 

 

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The use of data is essential in identifying and implementing the changes necessary for more efficient and effective learning environments.

Understanding Terms and Concepts

It is important to understand terms and concepts associated with assessments. The following terms and concepts will be explored more fully as you proceed through the course:

  • Differences between formal and informal assessments
  • State- and federally-mandated formal assessments
  • Data and its use when making informed decisions about a school's current and future needs

What is Assessment?

Assessment can be defined as the process of collecting the information necessary to guide instructional decision making. For educators of ELLs, different forms of assessment are necessary for planning and meeting students' linguistic needs.

Careful selection of formal and informal forms of assessment allows educators to measure specific characteristics of students’ learning processes and progress. These measurements can be  made over several designated periods of time and in many different contexts.



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It is important to note that assessment must always serve in ways that enhance students’ opportunities for optimal growth in academic knowledge and language development.



Assessment as a Form of Communication

It is important to understand that assessment is a form of communication. The data gathered from assessments provides feedback that is communicated to a variety of sources and for a variety of purposes.

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Curriculum writers make appropriate adjustments to the curriculum based on data.

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Students need feedback to set attainable goals.

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Teachers need feedback on instructional approaches and activities to make adjustments based on students' needs.

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Administrators process data about the district, campus, educators, and student progress to effectively lead and set goals.

Using Data Wisely

Educational organizations committed to improvement must be able to analyze and use data from assessments. Data allows educators to make informed decisions based on students’ needs.

Analyzing date to monitor student success and make informed decisions on student needs.

Balanced Approach

A balanced assessment of each student requires that educators use various forms of assessment. Take a moment to review the differences between formal and informal assessments.

Formal and informal assessments, a balanced approach.

 

Formal Assessments   Informal Assessments
  • are data-supported,
  • are standardized in the manner in which they are administered and/or scored,
  • are grade-level or age specific, and
  • measure a student’s level of knowledge and/or skill(s) at a particular time of year.
 
  • are content and performance driven,
  • are more student specific and interactive,
  • are part of classroom instruction,
  • are used more frequently than formal assessments, and
  • measure a student’s level of knowledge and/or skill(s) at any time.

Students should be provided with ample and varied opportunities to demonstrate their academic and linguistic abilities. For example, some students may have difficulty with writing but are able to clearly communicate their ideas through oral presentations. Relying on one form of assessment, content, or context may not provide a complete, balanced assessment of students’ abilities.

Effective Assessments for ELLs

As mentioned previously, different forms of assessment are necessary for planning and meeting ELLs'  individual needs.