Guides for Classroom Assessment


It’s not a stretch to say that assessment is a hot control issue in education; however, It would be hard pressed to find an educator who doesn’t see the value in measuring student progress. As we all know that assessment is the measurement of what students are learning. Student achievement is defined as how well they’ve mastered certain target skills. Assessments provide educators with both objective and subjective data in order to ascertain student progress and skill mastery. The information collected from assessments is extremely valuable. Besides a score, which gives quantitative data about how much of the material tested a students has mastered, information about student misconceptions can be determined by analyzing which we discover the factors that affect the performance and why. Information from assessments helps us, teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be re-educated.

We already studied the assessment basics with different type of assessment and type of questions, which we considered our guide to assess our students.

Types of Assessment

  • Diagnostic:Given at the beginning of the school year, or the beginning of a new unit of study, a diagnostic test attempts to quantify what students already know about a topic.
  • Formative:Given throughout the learning process, formative assessments seek to determine how students are progressing through a certain learning goal.
  • Summative:Given at the end of the year or unit, summative assessments assess a student’s mastery of a topic after instruction.
  • Norm-referenced tests:These tests measure students against a national “norm” or average in order to rank students against each other. The SAT, ACT, Iowa Basic Skills Test, and other major state standardized tests are norm-referenced.
  • Criterion-referenced tests:These tests measure student performance against a standard or specific goal. Unit and chapter tests as usually criterion-referenced, as are the newly developed SBAC and PARCC Common Core tests.

Question Types

  • Multiple choice:These questions provide students with a stem and a set of discrete possible answers from which students must choose the correct one. The possible answers generally include one correct answer and three to four distractors, designed to mimic the common misconceptions students have about the concept being tested.
  • Constructed response:These questions require a written response. Usually they include a one-part question, and students respond by writing a paragraph or short essay, or building and solving an equation.
  • Extended constructed response:These questions, like the constructed response, require a written answer. The reason they are “extended” is that they are multi-part questions, requiring students to answer the first part of the question before answering subsequent parts, which may require reflection on or further explanation of an answer given in a previous section.
  • Technology enhanced:These items are given in computer delivered assessments.Technology enhanced items require students to interact with the material in various ways—through actions like dragging and dropping information, highlighting relevant text, and completing sentences or equations from items in a drop-down menu.
  • Performance task:These items require students to use multiple stimuli to solve a problem or create something new. Performance tasks are usually scored with a rubric, which includes the criteria students must keep in mind while developing their solution. Performance tasks in ELA may include reading multiple essays and synthesizing the ideas into their own writing. In math, these tasks may ask students to analyze charts and graphs and write out a plan for using the data in a real world application.
  • Informal:This category covers a wide range of tasks, from checklists to observations. Informal assessment doesn’t lead to a score, but it does help teachers gather important insights about students.


There are several methods of implementing the assessment to the learners like pencil and paper: There’s no need for a lengthy description with this delivery method. Examples include tests, quizzes, mind maps, and essays. Online tests mean each student needs access to a device on which to take the assessment, these online tests adapt as the user progresses through the questions. As a student gets answers correct, the program adjusts and gives the student increasingly more difficult questions. The converse is true, and the test will adapt to asking simpler questions to a student who is struggling with grade level topics. Adaptive testing gives educators a much broader picture of students’ ability levels. Rather than just labeling students on, above, or below grade level, a student’s actual level of knowledge can be assessed.


Classroom Assessment Tools for Elementary Students; classroom-assessment-tools-elementary-students-2454.html


2 thoughts on “Guides for Classroom Assessment”

  1. Thank you mai for dropping here.! As a teacher, we must be willing to constantly change and adapt what we do in the classroom; it is simply the nature of the profession. If we remain stagnant – unwilling to modify lesson plans and teaching methods to adhere to students’ needs – we inevitably run the risk of becoming highly ineffective. However, this can easily be avoided by taking the time to assess both our self and our students. And one simple way to collect the feedback we desire is to engage in the use of one or more classroom assessment technique. Not only do CAT’s help us determine the level of our student’s understanding and our own effectiveness as a teacher, but we can also directly benefit the students themselves.

    Liked by 1 person

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