1. Re-Imagining Assessment
Collecting Assessments
David M. Callejo Pérez & Sebastían R. Díaz West Virginia University

2. Essential Assessment Principles
Occurs All Day Long
Drives Teaching
Not Subject Specific
Includes the Learner’s Life
Engages Learners, Teachers, and Parents, Collectively
Based on Developmental Standards
Engages Teachers, Learners, Parents, and Administrators to Take Ownership of School Performance
Focuses on the Whole Person

3. New Assessment in Education: A Proposition
The tasks used to assess what the students know and can do need to reflect the tasks they will encounter in the world outside schools, not those limited to schools themselves.
The tasks used to assess students should reveal how students go about solving a problem, not only the solutions they formulated.
Assessment tasks should reflect the values of the intellectual community from which they are derived.
Assessment tasks need not be limited to solo performance. Many of the most important tasks we undertake require group efforts.

4. New Assessment in Education: A Proposition
Assessment tasks should think about more than one possible solution and one possible answer to a problem.
Assessment tasks should have curricular relevance, but limited by the curriculum itself.
Assessment tasks should require students to display a sensitivity to configurations or wholes, not simply discrete elements.
Assessment tasks should permit the student to select a form of representation they choose to use to display what has been learned.

5. Are they Learning?
What is the Impact of Data and Learning and Teaching?
How Should We Organize and Preserve All This Data?
How Should we Collect and Evaluate It?
What Assessment Data Should we Collect?

6. In-Classroom Benchmarks
Criterion-Referenced Measures
Compares the student to the instructional aim, rather than to others (Norm-Reference Test)
Teacher-created tests can be more accurate because of the teacher-student relationship
Running Records
Rubrics
A Retelling Rubric and Holistic Journal Rubric
Formative and Summative Rubrics
Present the Evidence

7. Formative Assessment
According to James Popham (2008) in Transformative Assessment, there are 4 levels in formative assessment:
Level 1: Teachers’ Instructional Adjustments
Teachers Collect evidence that decisions on assessment will be based upon
Level 2: Students’ Learning Tactic Adjustments
Students self-assess and make decisions about what they need to know.
Level 3: Classroom Climate Shift
Apply formative assessment to transform the traditional classroom
Level 4: School-wide Implementation
Entire school or district adopts formative assessment

8. Social Contract of Assessment
Social Compact of Assessment
Assessment is a process, a series of authentic conversations, which are public and open.
Learners
Teachers
Administrators
Community
Politicians

9. Social Contract of Assessment
Stakeholders need to value an open community based upon ideals in which freedom of expression is protected, civility is affirmed, and appreciation and understanding of individual differences are honored; where we value a caring community in which the well being of each person is important.