1. Chapter 1 Assessment in Elementary and Secondary Classrooms
Classroom Assessment A Practical Guide for Educators by Craig A. Mertler
Chapter 1
Assessment in Elementary and
Secondary Classrooms

2. Introduction Day-to-day work of teachers is multifaceted.
No responsibility is more important than assessing student performance.
Teachers must be able to communicate academic and social performance and progress to a variety of audiences (including students, parents, administrators, the general public, etc.).
Assessments and evaluative judgments must be accurate in order to prevent communication of misinformation to audiences.

3. Some Basic Definitions
Assessment system: All systematic methods and procedures used to obtain information about students; basis for decisions.
Evaluation: Use of assessment information to make judgments.
Measure: Process involving a structured situation where specific characteristics are sampled; results in a numerical or narrative score (also known as assessment method).
Test: Formal set of questions or tasks that address particular cognitive capabilities learned in specific subject areas.

4. Some Basic Definitions
Administration of tests and use of other assessment methods
result in the accumulation of
assessment results,
which provide information for
evaluation.

5. Formal vs. Informal Assessment
Formal Assessment Methods
planned in advance of their administration
lack spontaneity
typically occur at the end of instruction
students are aware of these methods
examples include chapter tests, final exams, graded homework, etc.
Informal Assessment Methods
more spontaneous; less obvious
typically occur during instruction
examples include teacher observations and questions

6. Quantitative vs. Qualitative Assessment
Quantitative Assessment Methods
yield numerical scores
major types include teacher-constructed tests, standardized tests, checklists, and rating scales
Qualitative Assessment Methods
yield verbal descriptions of characteristics
main types include teacher observations, anecdotal records, and informal questions

7. Formative vs. Summative Evaluation
Formative Evaluation
decision making that occurs during instruction for purposes of making adjustments to instruction
more of an evaluation of one’s own teaching rather than of students’ work
may be based on formal or informal methods
Summative Evaluation
occurs at the end of instruction (e.g., end of chapter, end of unit, end of semester)
typically used for administrative decisions (e.g., assigning grades, promoting/retaining students)
based solely on formal assessment methods

8. Standardized vs. Nonstandardized Assessment
Standardized Assessment Methods
administered, scored, and interpreted in identical fashion for all examinees
purpose is to allow educators to compare students from different schools, states, etc.
examples include SAT, GRE, ITBS, CAT, PRAXIS
Nonstandardized Assessment Methods
typically made by teachers for classroom use
purpose is to determine extent to which subject matter is being taught and learned

9. Norm-Referenced vs. Criterion-Referenced Assessment
Norm-Referenced Assessment Methods
show where an individual student’s performance lies in relation to other students
standardized tests are usually norm-referenced
results are quantitative
student performance is compared to norm group
Criterion-Referenced Assessment Methods
compare student performance to preestablished criteria or objectives
results are quantitative, qualitative, or both
also known as mastery, objectives-referenced, or competency tests

10. Traditional vs. Alternative Assessment
Traditional Assessment Methods
procedures such as pencil-and-paper tests and quizzes
only one correct response to each test item
easily and efficiently assess many students simultaneously
encourage memorization of facts, etc.
Alternative Assessment Methods
more appropriate for hands-on, experiential learning
include authentic assessment (involve real application of skills beyond instructional context)

11. Objective vs. Subjective Assessment
Objective Assessment Methods
“objective” refers to method of scoring (no judgments)
contain only one correct answer
examples: multiple-choice, true-false, matching items
also known as structured-response, selected-response, teacher-supplied items
Subjective Assessment Methods
scoring involves teachers’ subjective judgments
several possible correct responses or single correct response with several ways to arrive at that answer
examples: short-answer and essay items
also known as open-ended, constructed-response, supply-type items

12. Purposes of Assessment
Planning, Conducting, and Evaluating Instruction
assessment can provide information to guide instructional decisions
prior to instruction—planning for instruction and subsequent assessment
during instruction—determining effectiveness of instruction and whether reinstruction is needed
following instruction—determining if revisions are necessary for next period, next class meeting, or next year

13. Purposes of Assessment
Diagnosing Student Difficulties
assessment prior to instruction in order to determine what students know and can do
important in helping teachers plan for instruction
Placing Students
assessment for purposes of grouping students based on ability, organizing students for group work, sequencing of coursework, etc.

14. Purposes of Assessment
Providing Feedback (Formative)
assessment can provide feedback to students regarding their academic progress
important to provide this type of feedback in an ongoing manner
Grading and Evaluating Learning (Summative)
formal assessments of learning following the completion of instruction
typically used to communicate results to students, parents, and others

15. Ethical Issues Related to Assessment
Teacher Responsibilities in the Classroom
ensuring that students are properly motivated to do their best on any type of assessment method, that all types of assessment methods are administered fairly, and results are interpreted appropriately
Motivating Students
should not try to trick students on classroom assessments
provide encouragement
familiarize students with assessment procedures (i.e., develop students’ “testwiseness” skills)

16. Ethical Issues Related to Assessment
Test Administration
establishes a positive environment within the assessment situation
discourages cheating
Interpretation of Test Results
tests do not result in measures of the entire person
interpretation should be limited to only those skills measured by a particular test
avoids overgeneralizations

17. Ethical Standards
The Standards for Teacher Competence in the Educational Assessment of Students (1990)
The Code of Fair Testing Practices in Education (1988)
The Family and Education Rights and Privacy Act (FERPA) of 1974