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Minutes with Charlie 3
By Charlie | January 14, 2008
We continue with our discussion of the five keys of quality assessment. We have already mentioned the first key of a clear purpose of the assessment and the second key of having a clearly defined, articulated, and understood learning targets.
As mentioned previously the third key centers upon a sound assessment design. Most of us have our favorite type of assessment. It could be our favorite because it is the type we do better with. It could be our favorite because we feel the most confident in its administration. It could be our favorite because we believe it gives the most objective results. It could be our favorite because it is the type with which we have the most experience. Whatever the reason, the fact that it is our favorite has nothing to do with having a sound assessment design.
The design of our assessment is determined by the purpose of our assessment and the learning targets we plan to assess. Basically there are four broad types of classroom assessment: selected response, extended written response, performance assessment, and personal communication. Based upon the established clearly defined, articulated, and understood learning targets, some types of assessment are a good match for the targets and some are not.
A sound assessment design refers to selecting an assessment method that matches the learning targets. In essence it addresses the question of: Have the assessment developers translated the learning targets into a high-quality assessments that will provide accurate information to the intended users to accomplish the stated purpose?
A sound assessment design does not occur by accident. Quality assessment is the result of cooperative efforts of professionals who have learned the principles of classroom assessment and put those principles in practice. It is an ongoing learning and a honing of skills that provide quality assessments to enhance student learning.
The fourth key of quality classroom assessment deals with the elements of good communication. If you remember two aspects of the first key, a clear purpose, focused upon the question of “what information do we hope to gain from the assessment?” and “who will use the information gained?” Elements of good communication deal with these two aspects. Good communication in part can be evaluated by considering questions such as:
- Do the teachers accurately report the assessment results over time in such a way to convey student progress?
- Are the results being accurately communicated to the people identified as users of the information? (including students)
- Are the results being communicated in a timely fashion and in a manner that makes them useful for the decisions that need to be made?
One might assume that the mere attaching of a grade would serve as good communication. However, a grade rarely conveys to students the specific areas in which they need to improve. A grade often masks both strengths and weaknesses in student progress.
Perhaps the best way to evaluate the communication related to an assessment is to consider the decisions made and actions taken in response to that communication. Good communication of the results of accurate assessments places in the hands of users (teachers, parents, administrators, and most of all students) information that will serve to improve student performance.
Our next topic will be the all important key of student involvement in classroom assessment.
Personal Reflection: In general practice, do I use my favorite, or the most simple of assessment types without consideration of the soundness of the design? Do I communicate to all users the results of assessment in a manner that helps them make good decisions?
Topics: Minutes with Charlie, Quality Assessment Components |