ASSIGNMENT 1

Analyzing Assessment Literacy

In this module’s analysis assignment, you will complete two surveys of assessment literacy. In one survey, you will evaluate your own assessment literacy. In the second survey, you will evaluate the assessment literacy of a school, preferably your own. The goal of the survey results is to determine areas of strength and limitation for the purpose of continuous improvement. Then you will write one paper summarizing and analyzing the results of both surveys. 

• View and download surveysfor use with this assignment.
• Follow the directions to complete Part 1: Personal Survey of Assessment Literacy and Part 2: School Survey of Assessment Literacy. You do not have to submit the actual surveys.
• Create a Word document for your response.
• Use APA format for title page, references page, and in-text citations.
• Write an introduction and a conclusion for your paper.
• Use the guiding questions following each survey to summarize and analyze the results of both surveys. Include graphs showing overall results for each section in your paper. Use the Part 1 and Part 2 titles as subheads.

Part 1: Personal Survey of Assessment Literacy

In Part 1 of this Analysis, you will analyze your personal assessment literacy.

Directions:

• Read and reflect on each criterion in the survey.
• Rate your level of assessment literacy on each criterion from 1 to 5, with 1 being the lowest level of assessment literacy and 5 being the highest.
• Average and graph the results of each section.

 

Criteria	Rating
General Considerations
In my classroom, assessments are an ongoing series of interrelated events revealing student learning over time.
Teaching, learning, and assessment in my classroom are standards-based.
I understand the concept of scaffolding, and I ask: How is each student in my class doing on his/her journey up the scaffolding leading to each standard?
When encountering an unfamiliar word about assessment, I learn it and the concept behind it.
I can distinguish sound and unsound assessment practices.
I understand the importance of accountability, but I try not to obsess over standardized testing.
I understand the relationship of assessment, curriculum, and instruction and the need for balance among the three.
I use a balanced approach to assessment which includes both formative and summative assessment.
I regularly improve my formative assessment and feedback skills to improve student performance.
I understand the nature of performance assessment and how to design both holistic and analytic rubrics.
When deciding how to grade a course, I make sure my decision is both educationally valid and sufficiently clear to all stakeholders.
I use the assessment process to promote maximum student achievement.
I recognize students’ emotional connection to assessment and its results.
I clearly understand the concept of assessment for learning and include my students in all phases of the assessment process.
I recognize the importance of individual student performance to the overall success of my school.
I design quality tests, so I can gather quality data about individual student achievement.
I work with colleagues to design common assessments.
When encountering an unethical assessment practice, I follow district and school policy to report the problem.

 

Prior to Test Design
I determine the purpose of the test.
I decide who the users of the data will be.
I decide for what the information will be used.
I determine clear, appropriate learning targets for student performance.
I match an appropriate administration method to the test’s purpose and target.
I clearly define expectations for student performance.
I create a table of test specifications for summative tests.
I align the learning objectives with test items.
I develop curriculum maps illustrating the alignment among assessment, curriculum, and instruction.
I am familiar with testing modifications and accommodations legally and ethically required for students.
I consider the intelligences and the learning styles of students when deciding on the types of assessments I will use.

 

Writing the Test
I write valid items focused on the core of the discipline and the test purpose.
I write valid items accurately reflecting the intended target and student outcomes.
I make sure all items are clearly and concisely written.
I check items for reliability, validity, and freedom from bias.
I either ask for feedback from colleagues or conduct a field trial for some of my teacher-made tests.
I revise test items needing to be rewritten.

 

During Test Administration
I provide clear test directions for students.
I make sure the testing environment is conducive to maximum student performance: temperature, light, noise level, and time restraints.
I monitor students as they take the test.

 

After Testing
I make sure the test is accurately scored.
When grading, I pay attention to questions answered correctly or incorrectly by more than 90% of students.
I use assessment data to adjust instruction and to improve student performance.
When explaining results, I use descriptive language my students can understand.
I communicate test results with parents and make sure they are included in the assessment process.

  

Analyzing the Survey Results

1. Summarize and reflect on the results of the survey. Average and graph your scores for each section.
2. What is your greatest area of strength in regard to assessment literacy? Provide an example of how you demonstrate this strength.
3. What is your greatest limitation in regard to assessment literacy? Describe the limitation and a goal you might set for overcoming the limitation.

Part 2: School Survey of Assessment Literacy

In Part 2 of this Analysis, you will analyze the assessment literacy of a school, preferably your own.

Directions:

• Read and reflect on each criterion in the survey.
• Rate the school’s level of assessment literacy on each criterion from 1 to 5, with 1 being the lowest level of assessment literacy and 5 being the highest.
• Average and graph the results of each section. If a section of criteria is not applicable to the school, note and explain in the narrative.

 

Criteria	Rating
The school’s administrators and faculty members are able to distinguish sound and unsound assessment practices.
The school’s administrators and faculty members understand the levels of assessment use and users.
In the school, assessments are an ongoing series of interrelated events revealing student learning over time.
Teaching, learning, and assessment in the school are standards-based.
Assessment, curriculum, and instruction are balanced in the school.
Emphasis on standardized testing and assessment for learning are balanced in the school.
The school focuses on the program level of assessment use and asks the question: Which standards are students mastering or not mastering?
Data-based decisions about student mastery of standards are made collaboratively by administrators and teacher teams.
Periodic, but frequent, data evidence is aggregated across classrooms and disaggregated across student groups to reveal standards not mastered.
Either district or school-developed common assessments are used every few weeks to identify effective areas of instruction and those needing improvement.
Formative assessment is used regularly to tell faculty members precisely where to focus improvement efforts and how to make those improvements in a timely manner.
The school uses a variety of traditional and alternative assessments, including performance tasks.
The school uses the assessment process to promote maximum student achievement.
The school recognizes students’ emotional connection to assessment and its results.
The school clearly understands the concept of assessment for learning and includes students in all phases of the assessment process.
The school provides regular communication with parents about student performance.
The school provides professional development on assessment, the creation of quality tests, and decision making based on the test data.
When encountering an unethical assessment practice, the school follows district and school policy to report the problem.

 

Prior to Test Design
The school determines the purpose of the test.
The school decides who the users of the data will be.
The school decides for what the information will be used.
The school determines clear, appropriate learning targets for student performance.
The school matches an appropriate administration method to the test’s purpose and target.
The school clearly defines expectations for student performance.
The school creates tables of test specifications for summative tests.
The school aligns the learning objectives with test items.
The school develops curriculum maps illustrating the alignment among assessment, curriculum, and instruction.
The school is familiar with testing modifications and accommodations legally and ethically required for students.
The school considers the intelligences and the learning styles of students when deciding on the types of assessments it will use.

 

Writing Common Assessments
Teacher teams write valid items focused on the core of the discipline and the test purpose.
Teacher teams write valid items accurately reflecting the intended target and student outcomes.
Teacher teams make sure all items are clearly and concisely written.
Teacher teams check items for reliability, validity, and freedom from bias.
Teachers either ask for feedback from colleagues or conduct a field trial for some teacher-made tests.
Teacher teams revise test items needing to be rewritten.

 

During Administration of Common Assessments
Teachers at the school provide clear test directions for students.
Teachers make sure the testing environment is conducive to maximum student performance: temperature, light, noise level, and time restraints.
Teachers monitor students as they take the test.

 

After Administration of Common Assessments
Teachers make sure the test is accurately scored.
When grading, teachers pay attention to questions answered correctly or incorrectly by more than 90% of students.
Teachers use assessment data to adjust instruction and to improve student performance.
When explaining results, teachers use descriptive language students can understand.
Teachers communicate test results with parents and make sure they are included in the assessment process.

 

Analyzing the Survey Results

1. Summarize and reflect on the survey results.
2. What is the school’s greatest area of strength in regard to assessment literacy? Provide an example of how the school demonstrates this strength.
3. What is the school’s greatest limitation in regard to assessment literacy? Describe the limitation and a goal the school might set for overcoming the limitation.