Running head: ASSESSMENT PRACTICES 1

Assessment Procedures and Practices

Module 5

Laurinda Hedrick-Litteral

CIRG 653

Marshall University
ASSESSMENT PRACTICES 2

I concur with Gunning’s statements that evaluation is a value judgement and that one

must determine what action should be, based on his or her judgement (2013). Without action,

what is the purpose of evaluation? Evaluation does not have to be a test to assess if students have

mastered a particular skill. While evaluation can include tests, it can also be in the form of work

samples and observations. Clay communicates that testing does not lead to appropriate teaching

(1998). Analyzing the results of testing, however, can certainly lead to improved teaching. Any

type of evaluation should be tied to standards or objectives and should result in the improvement

of instruction.

Gunning describes assessment as being formative, summative, or interim. Formative

assessment occurs during and throughout instruction for the purpose of guiding instruction. It

emphasizes process rather than product and is meant to provide insight to students and teachers.

Summative assessment is administered after learning occurs to measure students’ progress.

Summative assessments can be in the form of end of chapter tests or end of year high stakes

tests. Interim assessments are benchmark tests given at certain intervals to predict how students

will perform on end of year summative assessments. The results of interim test can be used to

help plan future instruction, so they have characteristics of both formative and summative

assessments (Gunning 2013). Interim assessment results can be utilized by students and teachers.

It is important for students to be active participants in analyzing assessment results. Self-

evaluation should be an integral part of any classroom. Students should be urged to take

responsibility, at least partially, for their own performance on assessments. Gunning suggests

self-evaluation among students should start early by reflecting on their learning and assembling

portfolios to track their achievement and make goals for future learning (2013). Self-evaluation

can come in different forms and can include exit slips, learning logs, journals, data notebooks,
ASSESSMENT PRACTICES 3

conferencing, the use of rubrics, etc. (Gunning, 2013). Self-evaluation does occur at my school,

but not with the frequency or worthwhile manner that it could or should. Many teachers feel that

motivation is a key factor that is lacking among their students. Linking self-evaluation with

personal responsibility and the effect is has on their future could perhaps combat this lack of

motivation we complain about so often. Clay describes our goal as helping children move from

where they are to somewhere else by empowering them to do what they can do and helping them

engage in activities through which they can learn more (1998). Examining where we’ve been,

how far we’ve come, and where we’re going is an inspiring process that we must engage our

students in.

A strength at our school is that we conduct monitoring meetings once a month to analyze

and track data, discuss student progress, and set goals for our instruction. It has proven useful in

determining effectiveness of our instruction as well as how our students are progressing toward

desired learning outcomes. Additionally, we have analyzed interim assessment data and

collaborated to plan instruction to address deficiencies.

Gunning describes numerous tools and that can be used by teachers to determine at what

level of literacy development students are performing. For K-2 students at my school, DIBELS,

or Dynamic Indicators of Basic Early Literacy Skills, is administered three times a year to assess

literacy development. The data is used to inform instructional grouping, track student progress

throughout the year, and monitor response to intervention. For 3-5 students, Achieve3000 is

utilized to deliver daily differentiated instruction for nonfiction reading and writing. It is tailored

to each student’s lexile reading level. The data is also used to inform instructional groups, track

student progress, and monitor response to intervention.

ASSESSMENT PRACTICES 4

Measuring and monitoring growth is vital. We must meet each student where he or she is

at and move him or her upward. Regardless of what assessment practices and evaluation criteria

are used, inspiring and monitoring growth through effective teaching practices, evaluation of

those practices and assessment data to drive instruction, and a lot of love will help our students

become college and career ready.

ASSESSMENT PRACTICES 5

References

Clay, M. M. (1998). By Different Paths to Common Outcomes. Portland, ME: Stenhouse

Publishers.

Gunning, T.G. (2013). Creating Literacy Instruction for All Students. Boston, MA: Pearson.