Using assessment to advance students' learning, not just check on learning, requires viewing assessment as a process that is integral to all phases of teaching including planning, classroom interactions and instruction, communication with parents, and self-reflection (Stiggins, 2002). Essential steps in assessment for learning include: having clear instructional goals and communicating them to students, selecting appropriate assessment techniques, using assessment to enhance motivation and confidence, adjusting instruction based on information, and communicating with parents and guardians.

Step 1: Having clear instructional goals and communicating them to students

It is important for teachers to think carefully about the purposes of each lesson and unit; however, this may be hard for beginning teachers. For example, Vanessa, a middle school social studies teacher, might say that the goal of her next unit is: “Students will learn about the Civil War.” Step 1 requires that Vanessa decides what it is about the US Civil War she wants her students to learn, e.g. the dates and names of battles, the causes of the US Civil War, the differing perspectives of those living in the North and the South, or the day-to-day experiences of soldiers fighting in the war. Vanessa cannot devise appropriate assessments of her students' learning about the US Civil War until she is clear about her own purposes.

Step 2: Selecting appropriate assessment techniques

Selecting and administering assessment techniques that are appropriate for the goals of instruction as well as the developmental level of the students are crucial components of effective assessment for learning. Teachers need to know the characteristics of a wide variety of classroom assessment techniques and how these techniques can be adapted for various content, skills, and student characteristics. They also should understand the role that reliability, validity, and the absence of bias should play in choosing and using assessment techniques. Much of this module focuses on this information.

Step 3: Using assessment to enhance motivation and confidence

Students' motivation and confidence is influenced by the type of assessment used as well as the feedback given about the assessment results. Consider Samantha, a college student who takes a history class in which the professor's lectures and textbook focus on really interesting major themes. However, the assessments are all multiple choice tests that ask about facts and Samantha, who initially enjoys the classes and readings, becomes angry, loses confidence she can do well, and begins to spend less time on the class material. In contrast, some instructors have observed that that many students in educational psychology classes like the one you are now taking will work harder on assessments that are case studies rather than more traditional exams or essays. The type of feedback provided to students is also important and we elaborate on these ideas later in this module.

Step 4: Adjusting instruction based on information

An essential component of assessment for learning is that the teacher uses the information gained from assessment to adjust instruction. These adjustments occur in the middle of a lesson when a teacher may decide that students' responses to questions indicate sufficient understanding to introduce a new topic, or when her observations of students' behavior indicates that they do not understand the assignment and so need further explanation. Adjustments also occur when the teacher reflects on the instruction after the lesson is over and is planning for the next day.

Step 5: Communicating with parents and guardians

Students' learning and development is enhanced when teachers communicate with parents regularly about their children's progress and performance. Teachers communicate with parents in a variety of ways including newsletters, telephone conversations, email, school district websites and parent-teacher conferences. Effective communication requires that teachers can clearly explain the purpose and characteristics of the assessment as well as the meaning of students' performance. This requires a thorough knowledge of the types and purposes of teacher made and standardized assessments.

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Last edited by Daniel Williamson on Mar 26, 2012 8:24 pm -0500.