My Top 10...

Here is my "Top Ten" list of things to remember about Literacy Assessment.

1. Know the difference between Assessment and Evaluation. Although this term seems to be used interchangeably, they are two concepts that build on one another. Assessments are the information that is gathered from a student's performance. When we evaluate, we are determining whether or not the student has learned the material. We are making judgments about their knowledge. Essentially, we EVALUATE and ASSESS and adjust instruction based on the data gleaned from that judgment, therefore informing instruction.

2. Understanding Standards in crucial to assessing and evaluating what students know and are able to do. While there are debates about the usefulness and validity of high-stakes testing, determining student knowledge is very important. Standards are guidelines that set expectations about what students should know by the end of the school year. The overall goal is to ensure that all children have access to quality educational practices and are provided with those opportunities to learn and succeed.

3. Teachers should use a variety of processes by which to assess and evaluate student performance. "Quality assessment should be based on several different tasks...looking at multiple tasks can show a consistent pattern of performance." (Cooper & Kieger, 2009. p. 463). This allows a teacher to gather a variety of work samples to evaluate students strengths, weaknesses, and learning styles.

4. Daily informal interactions with students count as a form of assessment. This statement combines a few of the ideas listed in the Cooper & Kieger text under the Eight Principles to Guide Effective Assessment. Daily assessments in the form of anecdotal notes, checklists, etc. are ongoing happenings that can be placed in a student's portfolio as academic evidence of task mastery or to formulate small groups for further instruction. The constant observation of student conversations provides multidimensional assessment and uses teacher knowledge and intuition to make judgments about student progress.

5. Regularly organize, review, and update student assessment information. It is important that students are not "tracked", pigeon-holed, or classified as a certain type of learner. Since assessments can identify learning patterns, it is crucial that the information that is gathered about a student is meant to push him or her forward as a learner. This helps determine what to prepare the student for academically.

6. Use a variety of approaches by which to organize student assessment information. Some schools will have a system by which they would like teachers to have data presented. However, there are different ways that match a variety of organizational styles if a way is not specified by administration. "It does't't matter how you organize it. It only matters that you do organize it." (Cooper & Kieger, 2009. p. 465) This is particularly important to me because it shows others that I can truly justify how I've evaluated students and on what criteria.

7. Be careful about your approach to grading. It is imperative that assessment, (formal instances) are measurable and aligned to what is actually being taught. While many school districts are experimenting with their grading systems, what is important to remember is that students are being evaluated fairly. Rubrics or checklists are particularly helpful in aiding a teacher to remain unbiased about a student's quality of work. It is also an honest way to help students know how to improve when they perform a similar task in the future.

8. The assessment process should be collaborative. "We know learning is a collaborative process...[I]f this is true for learning, it is also true for assessment. As students collaborate with their teacher on assessment, they reflect...Thus, students should help you assess and evaluate their own progress in literacy." (Cooper & Kieger, 2009. p. 463) This also help students become intrinsically invested in their own learning.

9. All students are not created equal. Struggling students need different approaches to help them succeed on assessments, too. Using an a system like RTI really helps teachers hone in on reaching students at all academic ability levels. "Continual assessment of progress for struggling readers is critical. You need to monitor their growth in knowledge of strategies and skills and their application of these...as they read increasingly difficult texts." (Cooper & Kieger, 2009. p. 390) There are a variety of tools such as DIBELS, running records, or AIMSweb to aid students with progress monitoring.

10. Assessment techniques should be use selectively. "Select one or two techniques to use, and try them out. Add others if necessary." (Cooper & Kieger, 2009. p. 489) This process can be overwhelming. It is important to remember that we as teachers know our students best. Incorporating a variety of formal and informal assessments should be used regularly. Teachers should select methods and strategies that maximize student growth and are used to inform instruction.



Quinn