Skip to main content Accessibility help
Internet Explorer 11 is being discontinued by Microsoft in August 2021. If you have difficulties viewing the site on Internet Explorer 11 we recommend using a different browser such as Microsoft Edge, Google Chrome, Apple Safari or Mozilla Firefox.

Chapter 4: Conducting assessments: Making sure the evidence of learning is interpretable

Chapter 4: Conducting assessments: Making sure the evidence of learning is interpretable

pp. 77-89

Authors

, has worked in the field of education assessment, test development, data management and analysis, neurosciences and software development for the past 10 years., , holds a Bachelor of Computer Science and completed her Master of Information Management and Systems at Monash University., , University of Melbourne, , computer programmer and platform developer in the Assessment Research Centre, University of Melbourne.
Resources available Unlock the full potential of this textbook with additional resources. There are free resources available for this textbook. Explore resources
  • Add bookmark
  • Cite
  • Share

Summary

Learning Objectives

In this chapter you will learn to:

  • • understand the role of developmental frameworks in developing and conducting assessment for teaching

  • • conduct assessments, looking at a specific example of an assessment in an online environment and controlling for distracting influences

  • • target assessments

  • • recognise the need to confirm assessment results with other sources of evidence.

  • This chapter introduces the administration and use of assessment for teaching. It emphasises the importance of correctly targeting assessment to maximise the information available for both teachers and students. The approach of using assessments within a developmental framework requires a significant shift in thinking for teachers and students. Assessment in this context demands a clear understanding of its purposes as the identification of a level of readiness to learn in all students and the use of this to make teaching decisions about appropriate interventions. This chapter expands on some of the ideas discussed in Chapter 1 on the use of ‘skills, not scores’ – ideas that contrast assessment for teaching with summative testing. The chapter provides practical examples of how to maximise each student's opportunity to demonstrate their skills and knowledge.

    The classroom teacher doesn't always have the time or training to construct formal psychometric summative tests. This chapter reviews a range of assessment strategies teachers use in their search for evidence of learning and student growth.

    Introduction

    The focus of this chapter is the use of developmental assessment and issues related to administration of assessments and interpretation of data, to support the planning of targeted teaching strategies for classroom use. It builds on ideas introduced in Chapter 3 where we discussed developmental learning. Teachers need to know about the use and interpretation of assessment data if they are to use data to inform teaching.

    Planning administration: Why do we recommend testing twice a year?

    Testing is typically undertaken at the beginning of a school year to establish a benchmark level of achievement for the students. It also enables the teachers, at the beginning of the year, to identify the levels for intervention for each student and for the team leaders to bring this information to a team leaders’ workshop a few weeks after the first test.

    About the book

    Access options

    Review the options below to login to check your access.

    Purchase options

    eTextbook
    US$74.00
    Paperback
    US$74.00

    Have an access code?

    To redeem an access code, please log in with your personal login.

    If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.

    Also available to purchase from these educational ebook suppliers