Chapter 1: The Nature of Educational Assessment Diagram

I. Definition of Terms ● Assessment should be carefully prepared and

There is often a misconception with identifying administered to ensure its reliability and validity. In
the difference between assessment, evaluation, and other words, an assessment must provide consistent
measurement. These three means very different results and it must measure what it claims to
things. They are unique terms widely employed measure.
interchangeably in the educational context. All terms ● - "the various methods used by educators to
possess an entirely different stance. measure and document the academic achievement
1) MEASUREMENT (is always numerical - and skills of students".
quantitative) ● Successful Assessment Systems commonly include:
1. Just-in-time/short-cycle assessments - pop quiz,
it is "assigning numbers to represent how much of a chapter test, class discussion, comprehensive checks
particular quality a student has demonstrated 2. Universal screening/Benchmarking -
according to set rules". Universal screening - conducted to identify students
- it helps to quantify individual's achievement, who may be at risk for poor learning outcomes.
personality, attitudes, habits and skills. Interventions are made to aid and accelerate learning.
- the "yardstick" of education They are typically brief, reliable, and valid
- it is required to gauge the efficacy of the program assessments conducted with all students from a grade
and the growth of the students level.
- without measurement, we do not know what to ▪︎ It is done to check for warning signs to see if
assess. students might be at risk for reading difficulties,
Types: including dyslexia; process for evaluating the possible
1. Direct measurement - height, length, volume, presence of a particular problem, determining a
weight are measured directly using appropriate tools diagnosis, and developing specific treatment
2. Indirect measurement - when a thing is measured recommendations for addressing the problem or
through the effects they produce (Heat, light, sound) diagnosis. It helps find problems early on, when they
3. Relative measurement - is considered complex. maybe easier to treat. Examples: BP determination,
When we compare student's performance and eye examination/vision test, etc.
achievement with those of his peers. Benchmarking - to identify areas where there are
● Some standard measurements in education are raw opportunities for improvement so that they may yield
scores, percentile ranks, standard scores and more excellent success rates than before. (Examples:
completion percentages. peer, best practices, process, performance,
● All of the data we can collect through assessment collaborative, technology)
and evaluation allows us to measure student progress Types of benchmarking:
and determine student achievement levels. a. Organisational benchmarking: in which
comparisons are made at the organisational
2) ASSESSMENT - (is Detection and Analysis) level (institution, faculty/department,
- the process of gathering information about student's school, course and unit levels)
learning and performance.(Done by giving tests, b. Course benchmarking: of course design and
conducting interviews and monitoring behavior) student performance.
- has a narrower meaning than evaluation but a c. Process benchmarking: involving comparisons
broader meaning than measurement of particular processes and practices.
- "process of inquiry to collect and synthesize 3. ︎ Skills analysis/diagnostic
evidence that concludes the status or quality of a 4. ︎ Progress monitoring
program, procedure, person, policy, proposal or 5. Interim assessments
plan." 6. Summative assessments
- "a tool that allows us to look at the data and the 7. Classroom observations
student together and determine what is working 8.︎ Interviews
and/or not working." 9. Diagnostic tests
10. Prompted journaling - a daily journal and diary - more broader and comprehensive than assessment
designed to foster self-reflection and personal growth
through carefully crafted daily journal prompts. it's
about engaging in a rewarding self care routine RELATIONSHIP BETWEEN MEASUREMENT,
through thoughtful writing prompts for wellness ASSESSMENT AND EVALUATION:
living, manifestation, and introspection.
Ex. Which character from a book would you most like 1. Evaluation and Assessment are used for
to meet and why? educational tasks. Assessment is used to know the
What 3 things do you love best to do in your progression and evaluation is used for decision-
spare time? making based on progression. These do not involve
tests or examination only but there are varied
11. Concept maps - or conceptual diagram is a strategies for conduction of both procedures. Both
diagram that depicts suggested relationships between terms are not synonyms but are closely and
concepts. Concept maps may be used by instructional procedurally related.
designers, engineers, technical writers, and others to
organize and structure knowledge. (See images 2. Measurement interprets the situation numerically.
below) Evaluations and assessments are then used to
- visual representations of information that help describe for judgment and ranking resulting in finding
keep ideas organized and easy to understand. (a the worth and value of the data.
visual diagram that organizes information)
3. If there is no evaluation, measurement becomes
● It is important to note that while testing helps to meaningless as the evaluation adds value and gives a
assess a student, it is not the only way students can or name to the results.
should be assessed. Testing is an invaluable part of a
4. Evaluation is a continuous and comprehensive
larger assessment strategy.
procedure whereas measurement is the quantitative
3. EVALUATION (Qualitative) assessment of educational outcomes.
the process of using the measurements gathered in
5. Measurement results in quantitative determination
the assessments by interpreting information and
whereas evaluation makes a qualitative
making judgments about what has been learned.
determination of the learner’s performance.
Teachers use this information to judge the
relationship between what was intended by the Why Are Measurement, Assessment and Evaluation
instruction and what was learned. They evaluate the Important in Education?
information gathered to determine what students
know and understand, how far they have progressed 1. To avoid teaching students what they already know
and how fast, and how their scores and progress and teach what they do not know in a way the
compare to those of other studentsm. students will best respond to.

- the phase for decision-making 2. Teachers can fine-tune(fit) instruction to meet the
needs of their students on a daily and weekly basis.
- "the systematic process of collecting and analyzing
data in order to determine whether, and to what 3. Make instruction more efficient, effective, self
degree, objectives have been, or are being achieved". motivating and interesting

- determining the value of a thing or process based on 4. When students are informed about the results of
the assessment of its different more frequent formative assessments and can see
how they have improved or where they need to
aspects or components by employing observation, improve, they more easily see the value of investing
measurements and tests. time and energy in their daily lessons and projects.
- evaluation uses assessment processes and tools and 5. Using accurate measurements, appropriate
methods of measurement. assessments and in-depth evaluation will help and
give teachers a better understanding of their the learner down for their dressing if this is not an
students and better opportunities to help them assessment requirement)
achieve academic success. ▪︎ It aims to ensure that assessment practices are
unbiased and equitable for all learners to promote
CONCLUSION: equal opportunities for all learners and ensure that
● WE MEASURE DISTANCE, ASSESS LEARNING, AND assessments accurately reflect their knowledge and
EVALUATE IN TERMS OF CRITERIA. abilities.
▪︎ Fairness encourages teachers to consider
● Measurement, Assessment and Evaluation share contextual factors when interpreting assessment
common attributes but shall be treated separately results. It recognises that external factors such as
but connected ideas and processes. personal circumstances or cultural backgrounds may
influence performance and should be taken into
Principles of Assessment:
account during evaluation.
1. Ethics - assessment should be conducted in a
3. Sufficiency - Evidence should clearly address the
responsible manner, considering learners' rights and
learning outcome and assessment criteria.
well-being avoiding biases or discrimination based on
factors such as gender, race, disability, or ▪︎ It emphasises the need for assessments to provide
socioeconomic status. enough evidence to make valid and reliable
judgments about a learner's competence or
▪︎ No assessment should put anyone at unnecessary
performance. For example, if the same question is
risk
asked across a range of qualifications and levels, the
Learners should not be left using hazardous
response should be appropriate to each respective
resources or equipment without training.
qualification and level)
Practitioners in learning and development also have
to consider environmental factors such as severe ▪︎ influences how assessments are developed and
weather and the learner's situation. For example, administered. It encourages practitioners to consider
when someone is pregnant, injured, sick and religious the breadth and depth of content coverage when
needs. designing assessment instruments

▪︎ Ethical assessment practices involve: ▪︎ highlights the importance of using multiple sources
> Ensuring confidentiality. and methods for gathering evidence. By incorporating
different types of assessments (e.g., formative
> Respecting diversity and inclusivity
assessments, summative assessments, self-
> Providing clear instructions and expectations to assessments), practitioners can obtain a more
learners. comprehensive view of learners' capabilities.
> Maintaining objectivity throughout the assessment
▪︎Understanding and applying the Sufficiency Principle
process.
in assessment practices ensures that evaluations are
> Using valid and reliable assessment methods.
fair, valid, and reliable measures of learners'
▪︎ Need for transparency knowledge and skills. By providing enough evidence
through well-designed assessments, practitioners can
2. Fairness - Assessment decisions should be based on make informed decisions about individuals' learning
the assessment criteria and not on personal opinion progress and tailor interventions accordingly.
or any other characteristics.
▪︎ Instructors/Teachers should not be penalising 4. Currency Principle - Evidence should be dated and
learners for not providing evidence outside the recent as much as possible to an assessment date.
assessment criteria's scope. For example, if the
▪︎ All evidence should be fit for purpose to be
assessment criteria require learners to demonstrate
considered current. The evidence should reflect
dancing, the focus should just be based on evidence
current expectations. It would not be appropriate to
demonstrating dancing. It would be unfair to mark
accept very old qualifications or evidence, especially
when standards, legislation and significant practice ▪︎ The learning domains principles categorise different
guideline changes have occurred. All evidence has to levels of cognitive skills that learners can acquire.
be dated within expected timescales and reflect real- These levels include knowledge, comprehension,
world situations. application, analysis, synthesis, and evaluation. By
incorporating these principles into assessment
5. Authentic Principle - Ensuring that the evidence practices, practitioners can ensure that they are
submitted fully belongs to the learners. assessing learners' abilities across a range of cognitive
Learners should not pass any evidence which does skills.
not belong to them as theirs. Buying coursework ▪︎These principles provide a framework for
defeats the whole purpose of enrolling to learn and practitioners to assess and evaluate the progress and
achieve qualifications. This is plagiarism, cheating, achievements of learners effectively. One important
and fraud, frowned upon by courts of law, awarding aspect of assessment is understanding how the
bodies, training organisations, employers and learning domain principles affect practice.
regulators. It is important for all sources used for any
written work to be acknowledged by referencing. ▪︎ When considering how the learning domain
Learners should also only submit evidence that is real. principles affect practice, it is important to note that
They should not create or fabricate evidence. assessments should be aligned with learning
outcomes. For example, if the goal is for learners to
6. Validity Principle - The assessment process has to demonstrate understanding and application of
be fit for purpose and reflect fully what is being concepts. In that case, assessments should focus on
measured. In other words, it assesses whether an tasks that require them to apply their knowledge in
assessment truly captures the knowledge, skills, or real-world scenarios.
abilities that it is designed to be evaluated. This
principle is essential because if an assessment lacks CHARACTERISTICS OF MODERN EDUCATIONAL
validity, its results may not accurately reflect a ASSESSMENT:
learner's true capabilities.
1. Responsive - visible performance-based work
▪︎ For example, suppose the criteria require a generates data that inform curriculum and instruction
demonstration of singing. In that case, it will not be to know whether the class understood the lesson.
appropriate to accept a reflective account or witness
testimony from a relative as they could be biased. It 2. Flexible adaptable to students setting; more
would be more appropriate for a practitioner to versatile
observe the learner. The practitioner can also 3. Integrated - assessment are to be incorporated into
consider an expert witness report from a professional day-to-day practice rather than as add-ons at the end
like Simon Cowell. In this case, the assessment of Instructions
method can be justified as it is coming from a credible
individual known for spotting talent. 4. Informative - the desired 21st century goals and
objectives are clearly stated and explicitly -taught so
▪︎ works alongside with reliability, and fairness to that students will be guided with their achievements.
ensure that assessments are meaningful and 5. Multiple methods - an assessment continuum that
equitable for all learners. includes a spectrum of strategies is the norm.
7. reliability- if the same test is taken again by same Students have multiple intelligencies, varied ways of
students, in a same condition, the score will be almost assessing should be used to determine their learnings.
the same regarding that the time between the test 6. Communicated - assessment communication data
and the retest is of reasonable length. In this case, the is clear and transparent for the students and other
test provides consistency in measuring the items stakeholders. (Submitting grades on time, returning
being evaluated. test papers)
8. Learning domains - Bloom's Taxonomy, Bandler and
Grinder.
7. Technically sound - adjustments and The following describes the breadth of 7 Domains
accommodations are made in the assessment process that are required by teachers to be effective in the
to meet the students needs and fairness.(assessments 21st Century in the Philippines. Quality teachers in
are valid, reliable, and supports comparisons since the Philippines need to possess the following
students have varied intelligences, beliefs, gender and characteristics:
socioeconomic groups.
1. recognize the importance of mastery of content
8. Systemic - 21st century assessment is part of a knowledge and its interconnectedness within and
comprehensive and well-alligned assessment system across curriculum areas, coupled with a sound and
that is balanced and inclusive of all students, critical understanding of the application of theories
constituents, and stakeholders, and designed to and principles of teaching and learning. They apply
support improvement at all levels. Changes are developmentally appropriate and meaningful
inevitable so teachers must be able to identify the pedagogy(teaching) grounded on content knowledge
needs of the students and the community to develop and current research. They display proficiency in
students to become globally competitive individuals. Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the
Role of Teachers needed skills in the use of communication strategies,
Teachers play a crucial role in nation building. teaching strategies and technologies to promote high-
Through quality teachers, the Phil. can develop quality learning outcomes.
holistic learners who are high in values and equipped
with 21st century skills, and able to drive or bring the 2. provide learning environments that are safe,
country to development and progress. This is in secure, fair and supportive in order to promote
consonance with the Department of Education vision learner responsibility and achievement. They create
of producing: “Filipinos who passionately love their an environment that is learning-focused and they
country and whose values and competencies enable efficiently manage learner behavior in a physical and
them to realize their full potential and contribute virtual space. They utilize a range of resources and
meaningfully to building the nation” (DepED Order provide intellectually challenging and stimulating
No. 36, s. 2013). activities to encourage constructive classroom
Evidences show unequivocally that good teachers are interactions geared towards the attainment of high
vital to raising student achievement, i.e., quality standards of learning.
learning is contingent upon quality teaching. Hence,
enhancing teacher quality becomes of utmost 3. establish learning environments that are
importance for long-term and sustainable nation responsive to learner diversity. They respect learners’
building. diverse characteristics and experiences as inputs to
The changes brought about by various national and the planning and design of learning opportunities.
global frameworks such as the K to 12 Reform and the They encourage the celebration of diversity in the
ASEAN integration, globalization, and the changing classroom and the need for teaching practices that
character of the 21st century learners necessitate are differentiated to encourage all learners to be
improvement and adaptability of education, and a call successful citizens in a changing local and global
for the rethinking of the current teacher standards. environment.
4. interact with the national and local curriculum
The Philippine Professional Standards for Teachers requirements. They translate curriculum content into
defines teacher quality in the Philippines. The learning activities that are relevant to learners and
standards describe the expectations of teachers’ based on the principles of effective teaching and
increasing levels of knowledge, practice and learning. They apply their professional knowledge to
professional engagement. At the same time, the plan and design, individually or in collaboration with
standards allow for teachers’ growing understanding, colleagues, well-structured and sequenced lessons
applied with increasing sophistication across a that are contextually relevant, responsive to learners’
broader and more complex range of needs and incorporate a range of teaching and
teaching/learning situations. learning resources. They communicate learning goals
to support learner participation, understanding and appropriate learning activities and assessment
achievement. methods.
5. apply a variety of assessment tools and strategies Assessment Methods:
in monitoring, evaluating, documenting and reporting There are four[4] considerations to examine when
learners’ needs, progress and achievement. They use designing an appropriate assessment method that will
assessment data in a variety of ways to inform and reflect the established learning goals and activities:
enhance the teaching and learning process and 1. Reliability - is the extent to which a questionnaire,
programs. They provide learners with the necessary test, observation or any measurement procedure
feedback about learning outcomes that informs the produces the same results over a period of time.
reporting cycle and enables teachers to select, 2. Standardization - establishes a set precedence,
organize and use sound assessment processes. therefore enhancing an assignment, test or projects’
reliability.
6. establish school-community partnerships aimed at 3. Validity - is defined as, the extent to which the
enriching the learning environment, as well as the instrument measures what it sets out to measure.
community’s engagement in the educative process.
They identify and respond to opportunities that link Teachers must identify the expected learning
teaching and learning in the classroom to the outcomes and goals of the course in ìorder to
experiences, interests and aspirations of the wider appropriately assess student work.
school community and other key stakeholders. They 4. Practicality - refers to the action of the assessment
understand and fulfill their obligations in upholding method and its relevance to the overall learning
professional ethics, accountability and transparency goals in the course. It also addresses whether or not
to promote professional and harmonious the workload for the instructor is reasonable.
relationships with learners, parents, schools and the
wider community. Standards for Teacher Competence in Educational
Assessment of Students
7. value personal growth and professional
development and exhibit high personal regard for the STANDARD - Establishing standards for teacher
profession by maintaining qualities that uphold the competence in student assessment is an essential
dignity of teaching such as caring attitude, respect part of teaching and that good teaching cannot exist
and integrity. They value personal and professional without good student assessment. Training to
reflection and learning to improve their practice. They develop the competencies covered in the standards
assume responsibility for personal growth and should be an integral part of preservice preparation.
professional development for lifelong learning. Further, such assessment training should be widely
Qualities of a Good Assessment Practice available to practicing teachers through staff
development programs at the district and building
Assessment is the process of gathering and discussing levels.
information from multiple and diverse sources in The standards are intended for use as:
order to develop a deep understanding of what 1. a guide for teacher educators as they design and
students know, understand, and can do with their approve programs for teacher preparation
knowledge as a result of their educational 2. a self-assessment guide for teachers in identifying
experiences. The process culminates when their needs for professional development in student
assessment results are used to improve subsequent assessment
learning. 3. a guide for workshop instructors as they design
Choosing assessment tools for your course(s) is at the professional development experiences for in-service
heart of curriculum planning. These tools will drive teachers
student learning as they will be the first things that
attract your learners’ attention! The following 4. an impetus(incentive, stimulus, boost, motivation)
diagram illustrates the importance of assessing for educational measurement specialists and teacher
students using an Integrated Course Design model, trainers to conceptualize student assessment and
where established learning goals are supported by teacher training in student assessment more broadly
than has been the case in the past. (f) judging the extent of pupil attainment of
The standards should be incorporated into future instructional outcomes.
teacher training and certification programs. Teachers
who have not had the preparation these standards C. Activities Occurring After The Appropriate
imply should have the opportunity and support to Instructional Segment (e.g. lesson, class, semester,
develop these competencies before the standards grade):
enter into the evaluation of these teachers. (a) Describing the extent to which each pupil has
The Scope of a Teacher's Professional Role and attained both short- and long-term instructional
Responsibilities for Student Assessment include the goals;
following: (b) communicating strengths and weaknesses based
In recognizing the critical need to revitalize classroom on assessment results to students, and parents or
assessment, some standards focus on classroom- guardians;
based competencies. Because of teachers' growing
roles in education and policy decisions beyond the (c) recording and reporting assessment results for
classroom, other standards address assessment school-level analysis, evaluation, and decision-
competencies underlying teacher participation in making;
decisions related to assessment at the school, district,
(d) analyzing assessment information gathered before
state, and national levels.
and during instruction to understand each students'
The scope of a teacher's professional role and progress to date and to inform future instructional
responsibilities for student assessment may be planning;
described in terms of the following activities. These
(e) evaluating the effectiveness of instruction; and
activities imply that teachers need competence in
(f) evaluating the effectiveness of the curriculum and
student assessment and sufficient time and resources
materials in use.
to complete them in a professional manner.
D. Activities Associated With a Teacher's Involvement
A. Activities Occurring Prior to Instruction: in School Building and School District
Decision-Making:
(a) Understanding students' cultural backgrounds, (a) Serving on a school or district committee
interests, skills, and abilities as they apply across a examining the school's and district's strengths and
range of learning domains and/or subject areas; weaknesses in the development of its students; (b)
(b) understanding students' motivations and their working on the development or selection of
interests in specific class content; assessment methods for school building or school
(c) clarifying and articulating the performance district use;
outcomes expected of pupils; and (c) evaluating school district curriculum; and
(d) planning instruction for individuals or groups of
students. (d) other related activities.
B. Activities Occurring During Instruction:
Activities Associated With a Teacher's Involvement
(a) Monitoring pupil progress toward instructional
in a Wider Community of Educators
goals
(a) Serving on a state committee asked to develop
(b) identifying gains and difficulties pupils are learning goals and associated assessment methods;
experiencing in learning and performing; (b) participating in reviews of the appropriateness of
district, state, or national student goals and
(c) adjusting instruction; associated assessment methods; and
(d) giving contingent, specific, and credible praise and (c) interpreting the results of state and national
feedback; student assessment programs.
Each standard that follows is an expectation for
(e) motivating students to learn; and assessment knowledge or skill that a teacher should
possess in order to perform well in the five areas just
described. As a set, the standards call on teachers to Teachers will know, for each assessment approach
demonstrate skill at selecting, developing, applying, they use, its appropriateness for making decisions
using, communicating, and evaluating student about their pupils. Moreover, teachers will know of
assessment information and student assessment where to find information about and/or reviews of
practices. A brief rationale and illustrative behaviors various assessment methods. Assessment options are
follow each standard. diverse and include text- and curriculum-embedded
questions and tests, standardized criterion-
The standards represent a conceptual framework or referenced and norm-referenced tests, oral
scaffolding(a system or framework) from which questioning, spontaneous and structured
specific skills can be derived. Work to make these performance assessments, portfolios, exhibitions,
standards operational will be needed even after they demonstrations, rating scales, writing samples, paper-
have been published. It is also expected that and-pencil tests, seatwork and homework, peer- and
experience in the application of these standards self-assessments, student records, observations,
should lead to their improvement and further questionnaires, interviews, projects, products, and
development. others' opinions.
Standards for Teacher Competence in Educational 2. Teachers should be skilled in developing
Assessment of Students: assessment methods appropriate for instructional
1. Teachers should be skilled in choosing assessment decisions. While teachers often use published or
methods appropriate for instructional decisions. Skills other external assessment tools, the bulk of the
in choosing appropriate, useful, administratively assessment information they use for decision-making
convenient, technically adequate, and fair assessment comes from approaches they create and implement.
methods are prerequisite to good use of information Indeed, the assessment demands of the classroom go
to support instructional decisions. well beyond readily available instruments.
Teachers need to be well-acquainted with the kinds of Teachers who meet this standard will have the
information provided by a broad range of assessment conceptual and application skills that follow. Teachers
alternatives and their strengths and weaknesses. In will be skilled in planning the collection of information
particular, they should be familiar with criteria for that facilitates the decisions they will make. They will
evaluating and selecting assessment methods in light know and follow appropriate principles for
of instructional plans. developing and using assessment methods in their
Teachers who meet this standard will have the teaching, avoiding common pitfalls in student
conceptual and application skills that follow. They will assessment. Such techniques may include several of
be able to use the concepts of assessment error and the options listed at the end of the first standard. The
validity when developing or selecting their teacher will select the techniques which are
approaches to classroom assessment of students. appropriate to the intent of the teacher's instruction.
They will understand how valid assessment data can Teachers meeting this standard will also be skilled in
support instructional activities such as providing using student data to analyze the quality of each
appropriate feedback to students, diagnosing group assessment technique they use. Since most teachers
and individual learning needs, planning for do not have access to assessment specialists, they
individualized educational programs, motivating must be prepared to do these analyses themselves.
students, and evaluating instructional procedures.
They will understand how invalid information can 3. The teacher should be skilled in administering,
affect instructional decisions about students. They will scoring and interpreting the results of both externally-
also be able to use and evaluate assessment options produced and teacher-produced assessment
available to them, considering among other things, methods. It is not enough that teachers are able to
the cultural, social, economic, and language select and develop good assessment methods; they
backgrounds of students. They will be aware that must also be able to apply them properly. Teachers
different assessment approaches can be incompatible should be skilled in administering, scoring, and
with certain instructional goals and may impact quite interpreting results from diverse assessment
differently on their teaching. methods. Teachers who meet this standard will have
the conceptual and application skills that follow. They instruction and curriculum, teachers will interpret the
will be skilled in interpreting informal and formal results correctly and avoid common
teacher-produced assessment results, including misinterpretations, such as basing decisions on scores
pupils' performances in class and on homework that lack curriculum validity. They will be informed
assignments. Teachers will be able to use guides for about the results of local, regional, state, and national
scoring essay questions and projects, stencils for assessments and about their appropriate use for
scoring response-choice questions, and scales for pupil, classroom, school, district, state, and national
rating performance assessments. They will be able to educational improvement.
use these in ways that produce consistent results.
Teachers will be able to administer standardized 5. Teachers should be skilled in developing valid pupil
achievement tests and be able to interpret the grading procedures which use pupil assessments.
commonly reported scores: percentile ranks, Grading students is an important part of professional
percentile band scores, standard scores, and grade practice for teachers. Grading is defined as indicating
equivalents. They will have a conceptual both a student's level of performance and a teacher's
understanding of the summary indexes commonly valuing of that performance. The principles for using
reported with assessment results: measures of central assessments to obtain valid grades are known and
tendency, dispersion, relationships, reliability, and teachers should employ them. Teachers who meet
errors of measurement. this standard will have the conceptual and application
Teachers will be able to apply these concepts of score skills that follow.
and summary indices in ways that enhance their use They will be able to devise, implement, and explain a
of the assessments that they develop. They will be procedure for developing grades composed of marks
able to analyze assessment results to identify pupils' from various assignments, projects, inclass activities,
strengths and errors. If they get inconsistent results, quizzes, tests, and/or other assessments that they
they will seek other explanations for the discrepancy may use. Teachers will understand and be able to
or other data to attempt to resolve the uncertainty articulate why the grades they assign are rational,
before arriving at a decision. They will be able to use justified, and fair, acknowledging that such grades
assessment methods in ways that encourage reflect their preferences and judgments. Teachers will
students' educational development and that do not be able to recognize and to avoid faulty grading
inappropriately increase students' anxiety levels. procedures such as using grades as punishment.
4. Teachers should be skilled in using assessment
results when making decisions about individual They will be able to evaluate and to modify their
students, planning teaching, developing curriculum, grading procedures in order to improve the validity of
and school improvement. the interpretations made from them about students'
attainments.
Assessment results are used to make educational
decisions at several levels: in the classroom about 6. Teachers should be skilled in communicating
students, in the community about a school and a assessment results to students, parents, other lay
school district, and in society, generally, about the audiences, and other educators.
purposes and outcomes of the educational Teachers must routinely report assessment results to
enterprise. Teachers play a vital role when students and to parents or guardians. In addition,
participating in decision-making at each of these they are frequently asked to report or to discuss
levels and must be able to use assessment results assessment results with other educators and with
effectively. diverse lay audiences. If the results are not
Teachers who meet this standard will have the communicated effectively, they may be misused or
conceptual and application skills that follow. They will not used. To communicate effectively with others on
be able to use accumulated assessment information matters of student assessment, teachers must be able
to organize a sound instructional plan for facilitating to use assessment terminology appropriately and
students' educational development. When using must be able to articulate the meaning, limitations,
assessment results to plan and/or evaluate and implications of assessment results. Furthermore,
teachers will sometimes be in a position that will
require them to defend their own assessment embarrassing students, violating a student's right to
procedures and their interpretations of them. At confidentiality, and inappropriately using students'
other times, teachers may need to help the public to standardized achievement test scores to measure
interpret assessment results appropriately. teaching effectiveness.
Teachers who meet this standard will have the
conceptual and application skills that follow. Teachers
will understand and be able to give appropriate
explanations of how the interpretation of studen
assessments must be moderated by the student's
socio-economic, cultural, language, and other
background factors. Teachers will be able to explain
that assessment results do not imply that such
background factors limit a student's ultimate
educational development. They will be able to
communicate to students and to their parents or
guardians how they may assess the student's
educational progress. Teachers will understand and
be able to explain the importance of taking
measurement errors into account when using
assessments to make decisions about individual
students. Teachers will be able to explain the
limitations of different informal and formal
assessment methods. They will be able to explain
printed reports of the results of pupil assessments at
the classroom, school district, state, and national
levels.
7. Teachers should be skilled in recognizing unethical,
illegal, and otherwise inappropriate assessment
methods and uses of assessment information.
Fairness, the rights of all concerned, and professional
ethical behavior must undergird all student
assessment activities, from the initial planning for and
gathering of information to the interpretation, use,
and communication of the results. Teachers must be
well-versed in their own ethical and legal
responsibilities in assessment. In addition, they
should also attempt to have the inappropriate
assessment practices of others discontinued
whenever they are encountered. Teachers should also
participate with the wider educational community in
defining the limits of appropriate professional
behavior in assessment.
Teachers who meet this standard will have the
conceptual and application skills that follow. They will
know those laws and case decisions which affect their
classroom, school district, and state assessment
practices. Teachers will be aware that various
assessment procedures can be misused or overused
resulting in harmful consequences such as