Assessment Strategies

Lynn Fielding said, “you can either fight assessment or embrace it. However, you cannot be a high-performing school without embracing assessment” (Fielding et al., 2007). I agree with this statement; however, assessments should not be embraced merely for compliance’s sake. We could all agree that there is no shortage of assessments in education. However, assessment differs at different levels of education, and higher levels’ mandates and initiatives heavily influence many classroom practices.

Furthermore, these influences, because of the heavy emphasis on assessment, bring stress to many – students, parents, teachers, and administration. During the pressure, the “whole child and achievement in context” is not considered (Stiggins, 2018, p. 19). Fielding also stated that “there is no point in testing if you don’t look at the data, don’t understand it, and don’t change” (Fielding et al., 2007). This post will discuss the importance of embracing a balanced assessment system to inform and advance student learning and performance.

If your school is experiencing more negative than positive emotions concerning assessments, it is time for a new vision. Rick Stiggin’s YouTube video, A New Vision of Assessment Excellence (2014), informed educators of the components of a balanced assessment system. He urged viewers to form an assessment revolution that creates a culture of confidence so that students not only realize but can achieve their dreams. He said that all stakeholders must be on board for this assessment revolution; however, it begins locally and at the classroom level (Stiggins, 2014). Read on to gain a new vision for a balanced assessment system with hyperlinks to resources that may support your future efforts.

1. Focus on the process, not the product. Assessments should be more than a product or occurrence that merely gathers student data. It should be a coordinated, high-quality process that communicates and influences growth among all levels and stakeholders (Pellegrino, 2014). Student performance is boosted when all stakeholders’ roles and responsibilities are developed, understood, and working together as a community (Stiggins, 2014). Two-way communication strategies that provide quality feedback and meaningful connections within a culture of growth and confidence are critical.

In my experience, student progress monitoring (SPM) was a method used to ensure varied assessments were not stand-alone occurrences. Additionally, the graphs and visual representations of SPM were used to communicate and motivate students and their families. Using SPM with a written, reflective, and dialogic feedback (WRDF) model initiates students’ reflective thinking and self-regulation that feeds

forward into future learning (Quinton & Smallbone, 2010, as cited in Crimmins et al., 2016). The National Center on Intensive Intervention offers great resources concerning SPM tools.

2. The balanced assessment system must be accurate and purposeful. It is essential for education and community leaders to know that standardized tests do not promote better schools. Every measurement tool has advantages and disadvantages, and not all assessments are appropriate. For accuracy, Stiggins stated that the assessment’s purpose and the target must be established first and then plan the assessment design accordingly (2014). Schools must implement a holistic process that includes various assessments - academic and nonacademic evaluations, formative and summative tests, and formal and informal checkpoints.

Keys to Literacy provides information about various reading assessments that could be used in a balanced assessment system. In addition to these basic reading assessments, teachers should be trained and supported in considering and including alternative assessments for students’ effort and participation in addition to academic assessments. Moreover, authentic assessments over traditional assessments or open-ended and selected responses within tests consider various learning preferences. Moreover, students involved in the assessment process, through self-assessment and reflection (i.e., using portfolios, for example), are known to promote growth. Success can be achieved when students are aware and take ownership of their learning and behaviors.

3. Plan an effective use of assessments. Assessment literacy is crucial for consistency in how educators determine whether our assessment decision-making is consistently and effectively carried out (Forsyth et al., 2015). Therefore, education leaders must enhance and support assessment literacy among all users of the assessment process. For example, teachers must understand the difference between goals and objectives and assessments “for” learning and assessments “of” learning.

Harvard University’s Derek Bok Center for Teaching and Learning clarifies the difference and helps educators in planning goals and objectives.

Teachers typically rely on summative learning assessments and neglect formative assessments for learning. This dynamic and interactive process enables teachers to adjust and tailor instruction to the learners’ necessities while monitoring their progress. Pearson Higher Ed supports teachers in implementing an integrative model for instruction and assessment.

Additionally, teachers need support for parent and student involvement within the assessment process. This community level of participation is a vital element that contributes to the effectiveness of an assessment process. Al-Hattami (2009) discussed the neglected educational practice of giving students constructive feedback, which leads to one of the reasons students are not fully achieving the required learning outcomes of higher education. Administrators could model and support teachers using Wray’s Reflect-Inquire-Suggest-Elevate (RISE) model (2013). The feedback process is a critical component of a balanced assessment system. Providing valuable information effectively and constructively to all users of assessments will help close gaps between current and desired success.

Last but certainly not least, teachers need training and development in using assessment to improve instruction. Research supports the backward design of teachers planning instructional activities aligned with objectives, standards, and assessments (Wiggins & McTighe, 1998). Starting with planning assessments before planning instruction brings more focus and coherence to the pedagogical process. Furthermore, teachers need support in planning standards-based instruction rather than focusing on traditional, task-based instruction. Additionally, implementing rubrics for assessing students’ performance is an effective practice for transparency and helping students develop their skills and knowledge. Falk (2002) recommended these types of student-centered approaches to plan, deliver, monitor, and improve learning because it supports pedagogical goals and standards better.

The Educators Evaluating the Quality of Instructional Products (EQuIP) rubric is an excellent tool to ensure the quality and alignment of assessment and instruction. Also, Achieve is an excellent resource for teachers to evaluate their standards-based instructional planning and assessment alignment.

In conclusion, more efforts should be made to think reflectively about schools’ assessment processes. Forrest (2008) informed us that reflection allows educators to redefine their professional knowledge, develop self-awareness, evaluate behaviors, and then bridge this new wisdom into improved actions. The Plan-Do-Study-Act (PDSA) cycle is an effective model for designing, implementing, evaluating, and revising a school’s assessment process (IHI, 2022). Suppose all stakeholders at all education levels join in this reflective thinking and improve with the teachers. If the described elements of this balanced assessment system were at the forefront and prioritized by all stakeholders through credible, mutually trusted, and respected initiatives, we would attain true educational transformation relevant to a global society. All levels must join for one unified purpose for future developments in implementing a balanced assessment system.

References

Al-Hattami, A. A. (2019). The perception of students and faculty staff on the role of constructive feedback. International Journal of Instruction, 12(1), 885–894. https://doi.org/10.29333/iji.2019.12157a

Crimmins, G., Nash, G., Oprescu, F., Liebergreen, M., Turley, J., Bond, R., & Dayton, J. (2016). A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Assessment & Evaluation in Higher Education, 41(1), 141–153. https://doi.org/10.1080/02602938.2014.986644

Falk, B. (2002). Standards-based reforms: Problems and possibilities. Phi Delta Kappan,

83(8), 612–620. https://doi.org/10.1177/003172170208300810

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth, catch-up growth. The New

Foundation Press.

Forrest, M. E. (2008). Learning and teaching in action. Health Information and Libraries Journal, 25(3), 229–232. https://doi.org/10.1111/j.1471-1842.2008.00787.x

Forsyth, R., Cullen, R., Ringan, N., & Stubbs, M. (2015). Supporting the development of assessment literacy of staff through institutional process change. London Review of Education, 13(3), 34–41. https://doi.org/10.18546/LRE.13.3.05

Goucher College. (2022). Effectiveness & Accountability. Institutional Effectiveness. https://www.goucher.edu/institutional-effectiveness/effectiveness-accountability

Institute for Healthcare Improvement. (2022). Science of improvement: Testing changes [Resources: How to improve]. IHI Resources.

Pellegrino, J. W. (2014). Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress. Psicologia Educativa, 20(2), 65–77. https://doi.org/10.1016/j.pse.2014.11.002

Stiggins, R. (2014, March 4). A new vision of excellence in assessment [Video]. YouTube.

Wiggins, G. P., & McTighe, J. (1998). Understanding by design (1st ed.). Association for Supervision and Curriculum Development.

Wray, E. (2013). Giving and receiving feedback is a skill. RISE Model. https://www.risemodel.com/