Chapter 1
Standards-Based Assessment—
Nurturing Learning
What's in This Chapter?
Think back to the tests you took in school. What were they like? You probably remember some tests as interesting and meaningful experiences, while others you would just as soon forget. The negative ones probably elicited feelings like anxiety, fearfulness, and/or anger. You might even have been nauseated or sleepless. Why was that? What was it about many of the tests we took in school that caused such a reaction? For many of us, our anxiety stemmed from things like being unsure of what would be required; being afraid of poor performance; being afraid to look uninformed; facing the consequences with our parents; having to do something we thought was meaningless; or having the test seem to be so important.
Now
Nurturing Learning
What's in This Chapter?
Think back to the tests you took in school. What were they like? You probably remember some tests as interesting and meaningful experiences, while others you would just as soon forget. The negative ones probably elicited feelings like anxiety, fearfulness, and/or anger. You might even have been nauseated or sleepless. Why was that? What was it about many of the tests we took in school that caused such a reaction? For many of us, our anxiety stemmed from things like being unsure of what would be required; being afraid of poor performance; being afraid to look uninformed; facing the consequences with our parents; having to do something we thought was meaningless; or having the test seem to be so important.
Now
think back to the positive tests. What made them so? Most people who recall positive assessment experiences say things such as: "The test was a learning experience," "It was a meaningful challenge that brought a true sense of accomplishment," "It let me know what I knew," or "It was a real life application of skills."
What should assessments be like today? How can we all craft assessments to be more positive and useful experiences for both teachers and their students? What are the changes that are going on in assessment right now and what might we, as teachers, find useful? These are the topics addressed in this chapter.
This chapter can be thought of as the "big picture" chapter—it covers why careful attention to student assessment is crucial and how assessment activities fit into and support other current changes in education. It can also be thought of as the "awareness" chapter—it offers an introduction to basic assessment concepts, explores users' current attitudes toward assessment, and assists users to build a vision of what they want assessment to do for them.
We begin with a look at current thinking about "performance-based" (also called "standards-based") instruction and the role of ongoing assessment of student skills and knowledge to inform practice. Then, we take a quick survey of what it means to assess well. Along the way we visit the reasons that changes in assessment are taking place. The activities at the end of this chapter are designed to explore participants' current familiarity with and level of understanding about assessment, stimulate dialogue about assessment issues, and increase educators' expertise on the meaning and importance of high quality assessment.
Chapter Goals
1. Establish background knowledge about assessment
2. Visit the notion of standards-based education and the role of assessment in the standards process
3. Increase awareness of the principles of good assessment
4. Lay the groundwork for good assessment as a tool for educational improvement
5. Agree on a common language of assessment terms
Chapter Content
A. Readings
Assessment—Where the Rubber Meets the Road in Standards-Based Education This section introduces the idea that high quality assessment information is necessary for educational improvement and discusses the reasons assessment is changing right now.
Summary of Rationale for Changes in Assessment
Keys to Quality Student Assessment Since assessment is such an essential part of good instruction, educators need to ensure that their assessments are of high quality. This section discusses characteristics of quality.
Summary of Steps to Quality
Chapter Summary
B. Activities
Activity 1.1 Changing Assessment Practices—What Difference Does it Make for Students? This activity stimulates thinking and discussion among teachers, parents, and diverse communities of learners about why assessment practices are changing. It is a good introductory activity. Time: 20-30 minutes
Activity 1.2 Clear Targets—What Types Are These? In this activity, participants consider different types of learning targets for students, having a good mix of targets, and ensuring that learning targets are crystal clear. It is an intermediate level activity. Time: 40-60 minutes
Activity 1.3 Post-it Notes™
This activity reviews assessment terminology and serves as a mixer. It uses the glossary in Appendix E, and is a good introductory activity. Time: 20 minutes
Activity 1.4 Seeing Wholes
This activity emphasizes the connection between assessment, curriculum, and instruction. It is a good introductory activity. Time: 20 minutes
Activity 1.5 Clapping Hands
Participants play the part of assessors and assessees to explore both the meaning of quality with respect to alternative assessment and why we all should care about quality. It is designed for educators at an intermediate level of study about assessment. Time: 75 minutes
Activity 1.6 A Comparison of Multiple-Choice and Alternative Assessment Participants compare a multiple-choice test to an alternative assessment that attempts to measure the same skills, and discuss the advantages and disadvantages of each approach. This is an introductory level activity which uses assessment samples in Appendix A. Time: 30-60 minutes
Activity 1.7 Target-Method Match
This activity introduces assessment methods, and gives participants practice in matching methods to learning targets. It is designed for educators at an intermediate level of study about assessment. Time: 60-90 minutes
Activity 1.8 Sam's Story: Comprehensive Assessment
This activity illustrates the need for multiple measures of student achievement. It is an introductory level activity. Time: 45 minutes
Activity 1.9 Going to School
Part A of this activity demonstrates the importance of performance criteria; Part B illustrates different types of performance criteria, and Part C discusses the advantages and disadvantages of various types of rubrics. The activity uses assessment samples in Appendix A. Part A is an intermediate activity; Parts B & C are advanced. Time: 60 to 90 minutes
Activity 1.10 Clear Targets and Appropriate methods—The View From the Classroom
Participants self-evaluate the extent to which their instruction is focused on clear targets and the degree of conscious matching they perform between targets and assessment methods. Self-rating rubrics are provided. This activity is intermediate in difficulty. Time: 30-45 minutes
Activity 1.11 Assessment Standards
This activity provides an opportunity for participants to look at assessment standards in various content areas and related examples of assessment questions. It is an intermediate level activity. Time: 90 minutes
Activity 1.12 Assessment Principles
Participants examine the beliefs that influence their decisions about student assessment and explore equity issues in assessment. It is an introductory activity. Time: 20 minutes
What should assessments be like today? How can we all craft assessments to be more positive and useful experiences for both teachers and their students? What are the changes that are going on in assessment right now and what might we, as teachers, find useful? These are the topics addressed in this chapter.
This chapter can be thought of as the "big picture" chapter—it covers why careful attention to student assessment is crucial and how assessment activities fit into and support other current changes in education. It can also be thought of as the "awareness" chapter—it offers an introduction to basic assessment concepts, explores users' current attitudes toward assessment, and assists users to build a vision of what they want assessment to do for them.
We begin with a look at current thinking about "performance-based" (also called "standards-based") instruction and the role of ongoing assessment of student skills and knowledge to inform practice. Then, we take a quick survey of what it means to assess well. Along the way we visit the reasons that changes in assessment are taking place. The activities at the end of this chapter are designed to explore participants' current familiarity with and level of understanding about assessment, stimulate dialogue about assessment issues, and increase educators' expertise on the meaning and importance of high quality assessment.
Chapter Goals
1. Establish background knowledge about assessment
2. Visit the notion of standards-based education and the role of assessment in the standards process
3. Increase awareness of the principles of good assessment
4. Lay the groundwork for good assessment as a tool for educational improvement
5. Agree on a common language of assessment terms
Chapter Content
A. Readings
Assessment—Where the Rubber Meets the Road in Standards-Based Education This section introduces the idea that high quality assessment information is necessary for educational improvement and discusses the reasons assessment is changing right now.
Summary of Rationale for Changes in Assessment
Keys to Quality Student Assessment Since assessment is such an essential part of good instruction, educators need to ensure that their assessments are of high quality. This section discusses characteristics of quality.
Summary of Steps to Quality
Chapter Summary
B. Activities
Activity 1.1 Changing Assessment Practices—What Difference Does it Make for Students? This activity stimulates thinking and discussion among teachers, parents, and diverse communities of learners about why assessment practices are changing. It is a good introductory activity. Time: 20-30 minutes
Activity 1.2 Clear Targets—What Types Are These? In this activity, participants consider different types of learning targets for students, having a good mix of targets, and ensuring that learning targets are crystal clear. It is an intermediate level activity. Time: 40-60 minutes
Activity 1.3 Post-it Notes™
This activity reviews assessment terminology and serves as a mixer. It uses the glossary in Appendix E, and is a good introductory activity. Time: 20 minutes
Activity 1.4 Seeing Wholes
This activity emphasizes the connection between assessment, curriculum, and instruction. It is a good introductory activity. Time: 20 minutes
Activity 1.5 Clapping Hands
Participants play the part of assessors and assessees to explore both the meaning of quality with respect to alternative assessment and why we all should care about quality. It is designed for educators at an intermediate level of study about assessment. Time: 75 minutes
Activity 1.6 A Comparison of Multiple-Choice and Alternative Assessment Participants compare a multiple-choice test to an alternative assessment that attempts to measure the same skills, and discuss the advantages and disadvantages of each approach. This is an introductory level activity which uses assessment samples in Appendix A. Time: 30-60 minutes
Activity 1.7 Target-Method Match
This activity introduces assessment methods, and gives participants practice in matching methods to learning targets. It is designed for educators at an intermediate level of study about assessment. Time: 60-90 minutes
Activity 1.8 Sam's Story: Comprehensive Assessment
This activity illustrates the need for multiple measures of student achievement. It is an introductory level activity. Time: 45 minutes
Activity 1.9 Going to School
Part A of this activity demonstrates the importance of performance criteria; Part B illustrates different types of performance criteria, and Part C discusses the advantages and disadvantages of various types of rubrics. The activity uses assessment samples in Appendix A. Part A is an intermediate activity; Parts B & C are advanced. Time: 60 to 90 minutes
Activity 1.10 Clear Targets and Appropriate methods—The View From the Classroom
Participants self-evaluate the extent to which their instruction is focused on clear targets and the degree of conscious matching they perform between targets and assessment methods. Self-rating rubrics are provided. This activity is intermediate in difficulty. Time: 30-45 minutes
Activity 1.11 Assessment Standards
This activity provides an opportunity for participants to look at assessment standards in various content areas and related examples of assessment questions. It is an intermediate level activity. Time: 90 minutes
Activity 1.12 Assessment Principles
Participants examine the beliefs that influence their decisions about student assessment and explore equity issues in assessment. It is an introductory activity. Time: 20 minutes
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