Practical applications summary
- 1. Practical Applications to get the Most out of Classroom-Based Assessments Linda Thornton
- 2. 2 Practical Applications • Assess more than single skills • Use formative assessments • Design multimodal assessments
- 3. Assess more than single skills • Traditional assessments often fail to measure deeper understanding and are often closely aligned with state assessments and curriculum plans. • Teachers should move beyond confines of curriculum guides to develop assessments of a wide range of skills and strategies. • Assessments should include open-ended formats that highlight how students APPLY the skills and strategies they have learned. 3
- 4. Use Formative Assessments • Formative assessments provide information about student learning during instruction. • Criteria for developing credible assessments: * determine what should be measured * how is should be measured * how frequently it should be measured * what adjustments will be made to instruction • Involve students in the formative assessment process 4
- 5. Design Multimodal Assessments • Assessments should represent the multimodal ways students interact with learning activities. • Integration of technology into the curriculum and students’ use of technology often results in positive student learning and assessment outcomes. • Multimodal assessments are also effective for assessing ELL students. • Include opportunities that allow students to represent their knowledge using multiple modes (drawings, graphic organizers, pictures, or computer software). 5
- 6. Reference Risko, V. J., & Walker-Dalhouse, D. (2010). Making the Most of Assessments to Inform Instruction. Reading Teacher, 63(5), 420-422. DOI:10.1598/RT.63.5.7 6
Editor's Notes
- #3: According the the article “Making the Most of Assessments to Inform Instruction” (Risko & Walker-Dalhouse, 2010), teachers can employ these three practical applications to maximize assessment potential: assess more than single skills, use formative assessments, and design multimodal assessments.
- #5: Teachers are often asked to administer a variety of tests that measure program effectiveness and whether students are meeting benchmark goals. They are often only given a few times during the school year. Most of these periodic tests are not helpful for making instructional decisions and whether they have direct educational benefits for students. These tests are also generally aligned with more global standards rather than particular skills and strategies that are taught on a day to day basis. Formative assessments are those that can affect instruction and ,when used appropriately and effectively, can result in large student gains. Teachers should also involve students in the formative assessment process. “When engaged in collaborative assessments, students learn new strategies and adjust their approach, especially when assessments are used for providing feedback and guidance” ( Risko & Walker-Dalhouse, 2010, p. 421).