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Becoming an Assessment

Literate Educator

By: Nermin Fialkowski

§ Assessment
§ “The process of gathering evidence of student learning to
inform education-relation decisions”
(National Task Force on Assessment Education)

Assessment § Assessment results (student data) drive instruction

§ Gives justification to implement necessary instructional
and learning changes
§ So that learning outcomes and goals can be reached
(Witte, R.H., 2010)
§ Currently assessment has fallen short of its potential for
improving student learning
§ There are small pockets of innovation in assessment, but
not enough to impact teaching and learning in a positive

§ Since the introduction of No Child Left Behind in 2001,

student assessment has become increasing important in
Importance education. But unfortunately, those most effected by
student assessment may not understand all they need to
know about assessment. It is important for all
stakeholders to become more informed about:
§ Assessment tools and strategies
§ Effective assessments, with clear objectives
§ Pros and cons of various assessment types

(What Do We Mean by Assessment Literacy?)

§ An Assessment Literate Educator understands how to
gather student data (evidence) and use it as the drive
Definition for supporting and improving student learning and
§ Assessment has a clear purpose
Assessment § Learning targets are clear and specific

Literate § Builds high-quality assessments

§ Cohesive with content
Educator § Quality assessments produce quality (informed) instruction
§ Clear communication of content
§ Understanding by all students
§ Links assessment and student motivation
§ To motivate students towards academic success

(National Task Force on Assessment Education)

Assessment Literate Educator § Assessment Literate Educators create a high-quality
§ Begin by setting and communicating clear and
understandable learning targets for students

High Quality § Identify purpose of assessment

§ Select appropriate methods for assessing learning targets
Assessments § Take the results of the learning targets and make
appropriate instructional decisions for individual and
groups of students

(Assessment Literacy Standards)

§ The bridge between teaching and learning are the
results of an assessment
Assessment Literate Educator § Student reflection with high-quality assessments and clear
learning targets form a union between teaching and

§ Provide effective and meaning feedback during the

instructional process
Feedback § Improves classroom achievement
§ Support and improve student learning
§ Improves attitudes, aspirations, and mindsets
(Assessment Literacy Standards)

§ Use feedback to support and motivate students

(Witte, R.H., 2010)

§ Engage students in using their own assessment results

for reflection and goal setting (Assessment Literacy Standards)
§ “We don’t have one shred of research showing how
summative assessments improve student learning. But
we do have impressive studies showing how formative
assessments FOR learning improves students’
knowledge and skills.”- Dr. Rick Striggins

§ The Assessment Reform Group define assessment for

learning as “the process of seeking and interpreting
Assessment for evidence for use by learners and their teachers to
decide where the learners are in their learning, where
Learning they need to go, and how best to get there.”
(Assessment for Learning)

§ “Close the gap” between a learners’ current situation and

where they want to to be in their learning and
achievement (Cambridge Assessment International Education)

§ Purpose of assessment, rather than the nature of

assessment (Cambridge Assessment International Education)

Assessment for

(Cambridge Assessment International Education)

Assessment for Learning § Assessment for learning → formative assessment
§ Formative assessment is a process that provides
feedback to adjust ongoing teaching and learning to
improve students’ achievement.
Formative § Provides students with clear learning targets, examples
Assessment and models of strong and weak work, regular
descriptive feedback, and the ability to self-assess,
track learning, and set goals.

(Iowa Department of Education)



(Iowa Department of Education)

Assessment for Learning § Assessment Literacy Standards have a balance
§ Multiple measures (formative assessment strategies,
Assessment interim and summative assessments)

Literacy § Multiple uses of assessment (diagnostic, placement, and


Standards § Inclusion of students, parents, educators, and


(What Do We Mean by Assessment Literacy?)

1. Provide students with clear and understandable vision
of the learning target

2. Use examples and models of strong & weak work

3. Offer regular descriptive feedback
7 Strategies of 4. Teach students to self-assess and set goals
Assessment for 5. Design lessons to focus on one learning target or

Learning aspect of quality at a time

6. Teach focused revision

7. Engage students in self-reflection and them keep track
and share their learning
(Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012)
§ Assessment for Learning. Key Questions. Retrieved from:

§ Cambridge Assessment International Education. What is

Assessment for Learning? Retrieved from:
Resources https://cambridge-community.org.uk/professional

§ Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012).

Classroom Assessment for Student Learning: Doing it
Right- Doing it Well (2nd ed.). Boston, MA: Pearson
Education, Inc.
§ Iowa Department of Education. Formative Assessment.
Retrieved from: https://educateiowa.gov/pk

§ Michigan Assessment Consortium. Assessment Literacy


§ Michigan Assessment Consortium. What Do We Mean by

Assessment Literacy?
Resources § National Task Force on Assessment Education. Assessment
Literacy Defined. [PDF]. Retrieved from: https://

§ Witte, R.H. (2010). Assessment Literacy in Today’s