What is the purpose and value of using multiple levels of assessment when gathering data about student learning?
Multiple levels of assessment over time are needed to address the wide range of decision-making needs of the variety of users of assessment information. Different levels of detail over time are needed by different users to guide educational decisions.
Describe at least three key characteristics of the formative assessment process.
Active learner involvement in the formative assessment process, with meaningful feedback, occurs during the instructional process. Teachers and students make adjustments during the learning process based on the formative data or information.
What is the primary distinction between formative and summative assessment?
The difference between the two assessment processes is the purpose of the assessment and how the assessment information is used. Formative practices are used to improve or enhance learning and occur during the learning process. Summative assessment is used to verify learning at the end of instruction.
What is the purpose and value of student involvement in the assessment process?
Students learn more when they are involved in assessing their own learning. They have to think about their learning and talk about their understanding, strengthening their learning. Students are able to give feedback to teachers that help teachers design and deliver instruction to better meet specific student needs.
Describe one or two ways you might include additional self-assessment and peer- assessment activities in your classroom and what impact those activities might have on student learning.
Answers will vary by individual so no answer is provided for this item.
Describe a balanced assessment system. What components would it include?
A balanced assessment system would both support and verify student learning. The system would include summative and formative processes to address the information needs of a variety of users. A balanced assessment system would utilize multiple levels of standards-aligned assessment processes to provide data on student growth over time in relation to specific instructional learning targets. It would include minute-by-minute, daily, weekly assessment during instruction and chapter, unit, interim or benchmark and annual state testing at the end of instruction. It would include a variety of assessment methods or item types used throughout the teaching-assessment cycle.