Analysis of Classroom Assessment Practices Form Page 1 of 1

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Assessments in this classroom Always Sometimes Never
1. Focus on clear learning targets (standards/benchmarks).
2. Engage students by using clear, relevant, and meaningful
tasks.

3. Go beyond basic recall and facts.
4. Are easy for the teacher to manage.
5. Let students know how and on what they will be graded
on.

6. Allow students to revise or self-assess.
7. Allow students to work with each other to improve and to
peer-assess.

8. Are seen as a learning experience and not just tests.
9. Integrate two or more subject areas.
10. Are examples of effective classroom instruction as well
as effective assessment.

11. Provide the teacher and student with proficiency-level
scores (not just right or wrong answers).

12. Are used by the teacher to adjust instruction for each
student.

13. Are clear with understandable directions for students.
14. Are interesting and fun to complete.
15. Are matched to state and district learning targets (Kudos-
what we want to know and be able to do).

16. Are free of all types of bias
(gender/ethnic/cultural/stereotyping etc.).

17. Are flexible enough to allow students extra time to
complete.

18. Are purposeful, yield valuable information, and are worth
completing.

19. Are at an appropriate difficulty level.
20. Use effective feedback methods (conferencing, rubrics,
checklists, peer-rating, peer-conferencing).

*Take action to improve classroom assessment based on this feedback!
Adapted from: Butler & McMunn (2006). A Teachers Guide to Classroom Assessment: Understanding and Using
Assessment to Improve Student Learning.
X
X
X
X
X
X- I saw self- assess but no revisions
X- Didnt see could
work together
X
X- Didnt identify
more then one area
X
X- Didnt see prociency-level scores
X- Didnt see differentiated instruction
X
X-Some students werent thrilled
X
X
X Didnt see they could
have additional time
X
X
X