classroom assessment data: asking the right questions

Leadership, Nov, 2000 by Dennis Fox

By asking these six questions, educators can ensure instructional decisions are based on data from sound assessment instruments.

As teachers and administrators collect, analyze and use classroom data for instructional decision making, they must also be able to evaluate the source of the data. To make instructional decisions based on data from assessments that are poorly constructed, inconsistently administered, inaccurately scored or inappropriately interpreted may be more damaging than not using data at all.

How can a teacher or administrator ensure that data from a particular classroom assessment instrument (selected response test, essay, performance, product, etc.) are sound? Before we construct or select an assessment tool, we might ask the following questions.

1. What is the purpose of this assessment tool?

We must make certain that a particular assessment is used in the manner in which it was intended and for its designated purpose. We must have a clear picture of what we intend to measure and the degree to which a particular instrument addresses the targeted knowledge and/or skills.

For example, if the goal is to measure "instant word recognition," we must be clear as to what "instant word recognition" means, and how it differs from recognizing words in a context, citing the definition of a word, using a word in a sentence or spelling a word correctly. In this case, the student must recognize words independent of any context, content or clue, and read the words correctly as fast as possible. This is often accomplished by simply reading words aloud from a list as the teacher (or another "tester") records the student's responses.

2. How will this assessment help us improve instruction?

We must determine the degree to which a particular assessment will provide data that lead to purposeful, targeted and systematic instruction. If an assessment will not provide data that promote effective teaching, another instrument should be selected.

For example, as related to the "instant word recognition" assessment, we will want to know if the data will help us:

* group students based on common needs and strengths;

* target specific words or word patterns for specified students;

* distinguish effective from ineffective instructional strategies for teaching rapid word recognition;

* identify patterns in class performance;

* provide differentiated instruction;

* determine strategies for grouping words; and so on.

3. What are the strengths and weaknesses of this particular assessment tool?

Every assessment instrument has strengths and weaknesses. For example, a particular instrument will measure depth of understanding, but not breadth of understanding. Another assessment can be administered to a large group in a short period of time and can be scored quickly, but will not provide thorough information on any particular student. A third assessment measures achievement on a complicated performance task, but the scoring is relatively subjective, labor intensive, and requires a major time commitment from the teacher.

Given the inherent strengths and weaknesses in different assessment tools, the challenge is not one of finding the "perfect" assessment, but rather being aware of the benefits and limitations of any particular instrument. Before we construct or select an assessment or use data from an assessment, we must determine the degree to which a particular assessment:

* measures what has been taught;

* is easily administered and scored;

* addresses the teaching target;

* measures student learning;

* provides information that informs instruction;

* aligns with curriculum and instruction;

* is similar to previous assessments;

* aligns with standards;

* engages the student;

* is subjective or objective in its scoring;

* measures depth and breadth of understanding; and

* provides data that are helpful to students and parents.

4. What variables other than the student's knowledge and skills may affect his/her performance on a particular task?

Before selecting an assessment, we must be aware of the variables that may affect a student's performance. For example, in the case of "instant word recognition," the degree to which the student's speech affects performance must be considered.

Given that the student is required to read the words as fast as possible, the student may recognize the word, but mispronounce it. A second language learner may recognize the word, but be unable to pronounce it correctly. And what about the student who is shy and speaks softly; the student who stutters or stammers; or the one who reads the words so quickly they can't be clearly understood? Or, what about a situation in which distractions in the classroom detract from the student's performance?

In addition, there are often 100 words on the list and the student might have a difficult time seeing the words and/or distinguishing one word from another. It is also possible that a student might get tired or bored working his or her way through the words, or feel intimidated by the length of the list. Such issues must be considered before an assessment is selected or administered, or data are used for instructional decision making.