In order to help students become successful learners, teachers
must know what their students know and can do with what they know.
They use an assessment cycle of observation, reflection, and instruction.
This assessment is conducted in the context of the daily classroom
learning environment. Teachers gather information about students
through records of observation, work samples, checklists, and
interviews. The observations are written and dated on a regular,
ongoing basis as documentation of academic growth. Skills are
assessed in the context of meaningful instruction; teachers reflect
on the documented information, looking for what their students
can do, patterns of student learning, areas of need, and evidence
of growth. Using these reflections and their professional judgment,
teachers then plan instruction that aims at meeting the needs
of individual students. Below are some guidelines about assessment,
which are based on many years of research about learning:
Assessment is centered in the classroom (child-centered
and guides your teaching)
Assessment is systematic, ongoing, and deliberate (assessment
is the process of gathering and using useful data to help
children learn)
Assessment starts with what the students already know (KWL
charts as activators- assess at the beginning of new learning
what students already know)
Choose multiple measures that give students ample opportunities
to demonstrate progress (interviews, portfolios, self-assessments,
checklists, etc.)
Assessment guides instructional plans (those who don't
know must be retaught; those who know should be challenged
and enriched; extend learning)
Assessment is consistent with instruction and curriculum
(information should match what the students are taught; don't
play "guess what's on the teacher's mind)
The criteria for assessment is public; students know what
is expected of them (no surprises; development of rubrics
with student input)
Assessment considers knowledge, process, final products,
and thinking (develop a holistic approach to assessing students)
Students are actively involved in the assessment process
Teachers use professional judgment and objective measures
to assess (be fair in the process; know your students and
their capabilities.
Teachers must carefully consider at the beginning of the year
assessment methods to use and when to use them. Most experienced
teachers begin the year by preparing a year-long assessment plan
to guarantee that assessment becomes part of the daily teaching/learning
process. Some measures are used daily while others are used weekly
and even at longer intervals. The key is understanding that the
purpose of assessment is to guide instruction and to make thoughtful
decisions about student learning.
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