Table of Contents

Summary of Unit 3

There are multiple users and uses of assessment data. Users range from federal legislators to teachers, students, and families. Each user in the system needs different kinds of assessment information to make decisions about teaching, learning, and assessment. No one assessment or test can satisfy the varied needs for information.

The definition of “assessment literacy” can be personalized to fit unique contexts, but in general, it means “the knowledge about how to assess what students know and can do, interpret the results of these assessments, and apply these results to improve student learning and program effectiveness” (Webb 2002).
 

Attributes of assessment-literate educators include the ability to:

  1. Understand the purpose for specific assessments.
  2. Establish learning objectives, based on content standards and assessment data.
  3. Identify, select, and/or create appropriate assessments.
  4. Implement multiple levels of assessments.
  5. Gather accurate, relevant student performance information.
  6. Analyze, interpret, and evaluate student performance data.
  7. Use assessment results to make decisions to advance student learning.
  8. Plan, differentiate, and modify instruction, based on assessment data.
  9. Continuously monitor student progress.
  10. Provide feedback to students and their families about student learning.
  11. Involve students in the use of their own assessment data.
Time to Check

Respond to the questions below to check your understanding of the ideas in Unit 3.
 

 

Loading...

Login required to enable "Save Answers" feature.

When you’re finished with your journal entry, select the icon to see sample responses.


Sample responses

 

Additional resources on the topics addressed in this unit are available in the Resources section at the end of the module.