Classroom Assessment

Used with skill, assessment can motivate the unmotivated, restore the desire
to learn, encourage students to keep learning, and it can actually create not
simply measure increased achievement (Stiggens, Arter, Chappuis, &
Chappuis, 2007, p.3).

I
Have Clear Targets

they (learning targets) convey to students the destination for the lesson
what to learn, how deeply to learn it, and exactly how to demonstrate their
new learning (Moss, Brookhart, & Long, 2011). I do not use trick questions,
assess on items not learned, or set students up to not succeed in learning. I make
sure that each question or assessment item is matched to an objective that my
students have learned.

Communicate

"Even if learning targets and information needs are clear and the
information gathered is precisely accurate, an assessment can fail to achieve
its learning ends if the results are not communicated effectively to the
intended user(s)"(Stiggins, Ater, Chapius, &Chapius, 2007, p. 17).

Teach Learning Through Assessments

It is one of my beliefs that learning comes through mistakes as well as

accomplishments. Making mistakes in learning is actually better than not
making mistakes (Wiliam, 2014, p.16). I do not allow my classroom to be a place
where students fear making an error.

Differentiate

For each standard that will require support, the instructional team asks,
which is neededaccommodation or modification?(Jung & Guskey, 2010, p. 3).
Thus, I differentiate as much as I need to within assessment in order to put the
students on their own unique pathway to success.

Focus on Progress

Progress criteria consider how much students improve or gain from their
learning experiences. These criteria focus on how far students have advanced,
rather than where they are(Jung & Guskey, 2010, p. 2). I want to focus on
where my students have come from, and not just where I want them to go.