knowledge target might be to recognize
and describe patterns.
; Reasoning targets, which require
students to use their knowledge to
reason and problem solve. A reasoning
target in math might be to use statistical
methods to describe, analyze, and evaluate data.
; Performance skill targets, which ask
students to use knowledge to perform
or demonstrate a specific skill, such as
reading aloud with fluency.
; Product targets, which specify that
students will create something, such as
a personal health-related fitness plan.
For each assessment, regardless of
assessments that will yield accurate
results. It calls attention to the proper
assessment method and to the importance of minimizing any bias that
might distort estimates of student
learning.
Teachers have choices in the assessment methods they use, including
selected-response formats, extended
written response, performance assessment, and personal communication.
Selecting an assessment method that is
incapable of reflecting the intended
learning will compromise the accuracy
of the results. For example, if the
teacher wants to assess knowledge
highlight crucial words (for instance,
most, least, except, not).
Effective Communication
of Results
The assessor must plan to manage
information from the assessment appropriately and report it in ways that will
meet the needs of the intended users,
keeping in mind the following: Are
results communicated in time to inform
the intended decisions? Will the users
of the results understand them and see
the connection to learning? Do the
results provide clear direction for what
to do next?
If we don’t begin with clear statements
of the intended learning, we won’t
end up with sound assessments.
purpose, the assessor should organize
the learning targets represented in the
assessment into a written test plan that
matches the learning targets represented in the curriculum.
For example, Figure 1 shows a 3rd
grade math test plan. It defines what
the test will cover, including such
specific learning targets as being able to
multiply by two (one of the learning
targets in the curriculum). Creating a
plan like this for each assessment helps
assessors sync what they taught with
what they’re assessing. It also helps
them assign the appropriate balance of
points in relation to the importance of
each target as well as the number of
items for each assessed target.
Sound Assessment Design
This key ensures that the assessor has
translated the learning targets into
mastery of a certain item, both
selected-response and extended written
response methods are good matches,
whereas performance assessment or
personal communication may be less
effective and too time-consuming.
Figure 2 (page 18) clarifies which
assessment methods are most likely to
produce accurate results for different
learning targets.
Bias can also creep into assessments
and erode accurate results. Examples of
bias include poorly printed test forms,
noise distractions, vague directions,
and cultural insensitivity. Teachers can
minimize bias in a number of ways. For
example, to ensure accuracy in
selected-response assessment formats,
they should keep wording simple and
focused, aim for the lowest possible
reading level, avoid providing clues or
making the correct answer obvious, and
This key relates directly back to the
purpose of the assessment. For
instance, if students will be the users of
the results because the assessment is
formative, then teachers must provide
the results in a way that helps students
move forward. Specific, descriptive
feedback linked to the targets of
instruction and arising from the assessment items or rubrics communicates to
students in ways that enable them to
immediately take action, thereby
promoting further learning.
For example, let’s say the content
standard you’re teaching to is “
Understands how to plan and conduct scientific investigations,” and your assessment rubric states that a strong
hypothesis includes a prediction with a
cause-and-effect reason. Feedback to
students can use the language of the
rubric: “What you have written is a
