{"id":37,"date":"2010-04-28T11:12:00","date_gmt":"2010-04-28T05:42:00","guid":{"rendered":"http:\/\/attalim.ekhwan.com\/index.php\/2010\/04\/28\/principles-and-indicators-for-student-assessment-systems\/"},"modified":"2010-04-28T11:12:00","modified_gmt":"2010-04-28T05:42:00","slug":"principles-and-indicators-for-student-assessment-systems","status":"publish","type":"post","link":"http:\/\/taalim.ekhwan.com\/index.php\/2010\/04\/28\/principles-and-indicators-for-student-assessment-systems\/","title":{"rendered":"Principles and Indicators for Student Assessment Systems"},"content":{"rendered":"<div style=\"float: right;margin: 3px;\"><script type=\"text\/javascript\"><!--\ngoogle_ad_client = \"pub-1603832936106174\";\ngoogle_alternate_color = \"FFFFFF\";\ngoogle_ad_width = 234;\ngoogle_ad_height = 60;\ngoogle_ad_format = \"234x60_as\";\ngoogle_ad_type = \"text_image\";\ngoogle_ad_channel =\"\";\ngoogle_color_border = \"\";\ngoogle_color_link = \"\";\ngoogle_color_bg = \"\";\ngoogle_color_text = \"\";\ngoogle_color_url = \"\";\ngoogle_ui_features = \"rc:6\";\n\/\/--><\/script>\n<script type=\"text\/javascript\"\n  src=\"http:\/\/pagead2.googlesyndication.com\/pagead\/show_ads.js\">\n<\/script><\/div><briv style=\"text-align: justify;\">Assessment of student learning is undergoing profound change at the  same time reforms are taking place in learning goals and content  standards, curriculum, instruction, the education of teachers, and the  relationships among parents, communities, schools, government, and  business. These Principles provide a vision of how to transform  assessment systems and practices as part of wider school reform, with a  particular focus on improving classroom assessment while ensuring  large-scale assessment also supports learning. To best serve learning,  assessment must be integrated with curriculum and instruction.<\/div>\n<div> <\/div>\n<div style=\"text-align: justify;\"> High quality assessment must rest on strong educational foundations.  These foundations include organizing schools to meet the learning needs  of all their students, understanding how students learn, establishing  high standards for student learning, and providing equitable and  adequate opportunity to learn. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> The Principles reflect an &#8220;ideal&#8221;&#8211;what the National Forum on Assessment  believes is the best that assessment can be and do. We understand that  they will not be implemented immediately or with great ease. We do  firmly hold, however, that education systems must move toward meeting  these principles if assessment is to play a positive role in improving  education for all students. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 1: The Primary Purpose of Assessment is to Improve Student  Learning<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Assessment systems, including classroom and large-scale assessment, are  organized around the primary purpose of improving student learning.  Assessment systems provide useful information about whether students  have reached important learning goals and about the progress of each  student. They employ practices and methods that are consistent with  learning goals, curriculum, instruction, and current knowledge of how  students learn. Classroom assessment that is integrated with curriculum  and instruction is the primary means of assessment. Educators assess  student learning through such methods as structured and informal  observations and interviews, projects and tasks, tests, performances and  exhibitions, audio and videotapes, experiments, portfolios, and  journals. Multiple-choice methods and assessments intended to rank order  or compare students, if used, are a limited part of the assessment  system. The educational consequences of assessment are evaluated to  ensure that the effects are beneficial. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 2: Assessment for Other Purposes Supports Student Learning<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Assessment systems report on and certify student learning and provide  information for school improvement and accountability by using practices  that support important learning. Teachers, schools and education  systems make important decisions, such as high school graduation, on the  basis of information gathered over time, not a single assessment.  Information for accountability and improvement comes from regular,  continuing work and assessment of students in schools and from  large-scale assessments. Accountability assessments use sampling  procedures. Rigorous technical standards for assessment are developed  and used to ensure high quality assessments and to monitor the actual  educational consequences of assessment use. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 3: Assessment Systems Are Fair to All Students<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Assessment systems, including instruments, policies, practices and uses,  are fair to all students. Assessment systems ensure that all students  receive fair treatment in order not to limit students&#8217; present and  future opportunities. They allow for multiple methods to assess student  progress and for multiple but equivalent ways for students to express  knowledge and understanding. Assessments are unbiased and reflect a  student&#8217;s actual knowledge. They are created or appropriately adapted  and accommodations are made to meet the specific needs of particular  populations, such as English language learners and students with  disabilities. Educators provide students with instruction in the  assessment methods that are used. Bias review committees study and  approve each large-scale assessment. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 4: Professional Collaboration and Development Support  Assessment<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Knowledgeable and fair educators are essential for high quality  assessment. Assessment systems depend on educators who understand the  full range of assessment purposes, use appropriately a variety of  suitable methods, work collaboratively, and engage in ongoing  professional development to improve their capability as assessors.  Schools of education prepare teachers and other educators well for  assessing a diverse student population. Educators determine and  participate in professional development and work together to improve  their craft. Their competence is strengthened by groups of teachers  scoring student work at the district or state levels. Schools,  districts, and states provide needed resources for professional  development. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 5: The Broad Community Participates in Assessment  Development<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Assessment systems draw on the community&#8217;s knowledge and ensure support  by including parents, community members, and students, together with  educators and professionals with particular expertise, in the  development of the system. Discussion of assessment purposes and methods  involves a wide range of people interested in education. Parents,  students, and members of the public join a variety of experts, teachers,  and other educators in shaping the assessment system. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 6: Communication about Assessment is Regular and Clear&lt;<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Educators, schools, districts, and states clearly and regularly discuss  assessment system practices and student and program progress with  students, families, and the community. Educators and institutions  communicate, in ordinary language, the purposes, methods, and results of  assessment. They focus reporting on what students know and are able to  do, what they need to learn to do, and what will be done to facilitate  improvement. They report achievement data in terms of agreed-upon  learning goals. Translations are provided as needed. Examples of  assessments and student work are made available to parents and the  community so they know what high quality performance and local students&#8217;  work looks like. Assessment results are reported together with  contextual information such as education programs, social data, resource  availability, and other student outcomes. <\/div>\n<div style=\"text-align: justify;\"> <\/div>\n<h3 style=\"text-align: justify;\">Principle 7: Assessment Systems Are Regularly Reviewed and Improved<\/h3>\n<div style=\"text-align: justify;\"> <\/div>\n<div style=\"text-align: justify;\"> Assessment systems are regularly reviewed and improved to ensure that  the systems are educationally beneficial to all students. Assessment  systems must evolve and improve. Even well-designed systems must adapt  to changing conditions and increased knowledge. Reviews are the basis  for making decisions to alter all or part of the assessment system.  Reviewers include stakeholders in the education system and independent  expert analysts. A cost-benefit analysis of the system focuses on the  effects of assessment on learning. These Principles, including  &#8220;Foundations,&#8221; provide the basis for evaluating the system. <\/div>\n","protected":false},"excerpt":{"rendered":"<p>Assessment of student learning is undergoing profound change at the same time reforms are taking place in learning goals and content standards, curriculum, instruction, the education of teachers, and the relationships among parents, communities, schools, government, and business. These Principles provide a vision of how to transform assessment systems and practices as part of wider &hellip; <a href=\"http:\/\/taalim.ekhwan.com\/index.php\/2010\/04\/28\/principles-and-indicators-for-student-assessment-systems\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Principles and Indicators for Student Assessment Systems<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[10,8,6],"tags":[],"class_list":["post-37","post","type-post","status-publish","format-standard","hentry","category-academics","category-evaluation","category-teachers"],"_links":{"self":[{"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/posts\/37","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":0,"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/posts\/37\/revisions"}],"wp:attachment":[{"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/media?parent=37"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/categories?post=37"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/tags?post=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}