Ch 6 (1)

Chapter 6: Making Assessment a Learning Experience

Overview of Assessment

  • Definition of Assessment:

    • Formal or informal processes to collect evidence regarding student progress.

    • Involves analyzing, evaluating, communicating about the progress, and adjusting teaching practices based on reflection.

  • Types of Assessments:

    • Achievement or Standardized Tests: Measure student progress.

    • Assignments: Allow teachers to gauge student understanding and skill.

    • Feedback: May include input from parents, guardians, or family members.

    • Additional resources available at the California Department of Education's website.

Major Types of Assessment

1. Pre-assessment or Diagnostic Assessment

  • Purpose: Determine present levels of performance.

  • Significance in Special Education: Foundational for Individual Education Plans (IEP).

  • Key Consideration: Understand where a student is to establish appropriate learning goals and predict attainable progress over the academic year.

2. Formative Assessment

  • Definition: Gathering feedback to identify gaps in student knowledge.

  • Example: After a quiz shows that 80% of students understand a concept while 20% do not, the teacher focuses on the struggling group in the next class session.

  • Purpose: Uses assessment data to inform instruction and support student learning.

3. Summative Assessment

  • Definition: Evaluates whether instructional goals have been met.

  • Examples: Chapter tests, large writing assignments, district assessments.

  • Nature of Data: Helps adjust instruction but primarily reflects the effectiveness of teaching practices.

    • Includes standardized tests (e.g., CAASPP) that evaluate broad learning outcomes.

4. Norm-Referenced Assessment

  • Definition: Compares a student's performance to that of a norm group (average students of similar age/characteristics).

  • Purpose: Provides relative standing, not absolute performance.

5. Criterion-Referenced Assessment

  • Definition: Measures student performance against predetermined standards or criteria.

  • Purpose: Assesses how well a student meets specific learning objectives, rather than comparing to other students.

6. Ibsitive Assessment (Likely a Typo, should be Formative Assessment)

  • Definition: Measures students' current performance against their previous work for growth tracking.

7. Self-Assessment

  • Definition: Students evaluate their own work based on a provided rubric.

  • Purpose: Encourages reflection, self-improvement, and deeper understanding of assignment requirements.

Reflection and Discussion

  • Importance of Reflection: Teachers are encouraged to review various types of assessments and consider personal experiences with them.

  • Suggested Action: Reflect on how types of assessments have been applied in the classroom and their effectiveness in improving learning outcomes.