Module 11: Collecting Student Data and Assessment

Assessment in the classroom is complex to say the least. The complexity stems from the manner in which teachers and administrators use the term “assessment” interchangeably to refer to evaluation and grading (Salvia, Ysseldyke, & Bolt, 2010). Assessment is a general term used to refer to “the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students” (Great Schools Partnership, 2015). Assessments can be further categorized as either diagnostic, formative, or summative. Like instructional strategies, teams need to understand when to use each form of assessment to maximize student learning (McLane, 2015). A diagnostic assessment is used to assess student prior learning and determine teaching priorities. Formative assessment is generally a low stakes measurement, used to monitor student learning throughout the lesson or unit (Dexter & Hughes, n.d.; Land, Hirsh, & Wagner, 2010). The teacher provides ongoing feedback that is used to improve student learning and also the teacher’s understanding of student need (Teaching Excellence & Educational Innovation, 2015). Summative assessment is used after instruction and can be used to evaluate student learning as well as instructional effectiveness. Standards are mandated and assessments are required for a quality education, but both require constant attention due to the ever-changing assessment requirements in schools (Snyder, 2010). The development of appropriate and useful assessments for student learning ensure that students are meeting instructional objectives, and that unit goals are aligned to local, state, and national standards for learning (Bourke & Mentis, 2014).