At what stage are you in your teacher education program?

Near the end

Thinking of your teacher education program, how important are these experiences in shaping your thinking or practice of
assessment?

Very
Practicum
Important

Very
Assessment Course(s)
Important

Curriculum Course(s) Important

Very
Self-Study and/or Personal Learning
Important

Conversations with peer(s) Important

Conversations with Teacher Educator(s)/Instructor(s) Outside of Courses Important

Click on the "Download" button if you would like to download a copy of your responses and your profile in PDF format.

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Your Classroom Assessment Profile

The purpose of this survey was to determine your current approach to classroom assessment. Based on your responses to the scenario-
based questions, we have analyzed your approach to assessment in relation to four dimensions of classroom assessment practice. These
dimensions are: Assessment Purpose, Assessment Process, Assessment Fairness, and Assessment Theory. Within each of these
dimensions, you can prioritize various approaches in your classroom practice. For example, in relation to Assessment Purpose, you can
prioritize an assessment for learning, assessment as learning, or assessment of learning approach. The table below describes the various
approaches within each assessment dimension.

Dimension Approach Description

Teachers use of evidence to summate student learning and assign a grade in relation
Assessment of Learning
to student’s achievement of learning objectives.

Teachers and students use evidence of learning to provide feedback on progress

towards learning objectives (i.e., inform next steps for learning and instruction).
Assessment for Learning
Assessment Involves both teacher-directed and student-centered approaches to formative
Purpose assessment.

Teachers and students focus on how the student is learning by providing feedback or
experiences that foster students’ metacognitive abilities and learning skills (e.g., self-
Assessment as Learning
assessment, goal-setting, learning plans). This approach involves teachers but is
primarily student-centered.

Teachers emphasize the development and design of reliable assessments and test
Design
questions that measure student learning in relation to learning objectives.

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Assessment Administration and Teachers focus on the adjustment and use of scoring protocols and grading schemes to
Process Scoring respond to assessment scenarios.

Teachers prioritize the interpretation of assessment results and feedback through

Communication
purposeful communication to students and parents.

Standard Teachers employ equal assessment protocols for all students.

Teachers differentiate assessment protocols for formally identified students (i.e.,

Assessment Equitable special education or English language learners) using accommodations and/or
Fairness modifications.

Teachers individualize learning opportunities and assessments that address each

Personalized
student’s unique learning needs and goals.

Teachers work to ensure reliability in assessment results throughout the assessment

Consistent
process including consistent scoring, design, and administration of assessments.

Teachers work to ensure assessments aligns with curriculum expectation and

Assessment Contextual accurately reflect students’ classroom learning and experience. Teachers purposefully
Theory consider learner and learning context when interpreting assessment results.

Teachers consider the reliability of assessments to ensure consistency in measuring

Balanced student learning as well as the validity of assessment to ensure assessment align with
the taught curriculum.

Based on the actions you endorsed to the scenario questions, we determined your current approach to assessment within each dimension.
Below are graphical representations of your approaches to assessment in relation to each dimension.

Your Current Approach to Assessment Purpose

For this dimension, we examined your primary use of assessment in relation to teaching, learning, and assessment scenarios.

If you highly prioritized Assessment for Learning, this means that you are committed to using assessments throughout learning periods
to shape instruction and guide student learning. You prioritize formative assessment functions over summative purposes of assessment
and view assessments as a ‘snap shot’ of what a student knows and what they might need to continue to learn about.

If you highly prioritized Assessment of Learning, this means that you prioritize summative uses of assessment over formative functions.
Summative forms of assessment are necessary components of any classroom practice. They serve the critical function of determining
what students have learned at the end of a learning period and are used to generate students' grades.

If you highly prioritized Assessment as Learning, you are committed to using assessments to support students’ metacognitive skills. You
view assessment as a tool that helps students develop their learning skills (e.g., goal setting, self-assessment capabilities, self-regulation
skills, autonomous learning). You likely encourage students in your class to monitor their own learning and establish personally
meaningful learning goals.

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Your Current Approach to the Assessment Process

For this dimension of classroom assessment, we analyzed your priority in relation to various stages of the assessment process based on
your responses to the assessment scenarios. Classroom assessment process involves designing/selecting appropriate assessment tools,
administering and scoring assessments to measure student learning, and communicating assessment results to students, parents, and
other stakeholders.

If you highly prioritized a Design Approach, you are primarily concerned with selecting and designing assessment tools that align with
student learning. You spend time crafting questions and assignments (including rubrics) and analyzing students’ responses to
assessment questions and tasks.

If you highly prioritized an Administration and Scoring Approach, you are primarily concerned with how assessments are implemented in
the classroom and how you generate feedback and grades from assessments. You spend time ensuring that your scores are accurate and
that your administration practices are effective for all students in your class. In responding to assessment issues, you often consider how
you might adjust the scoring guide (i.e., rubric) or student grades to ensure that assessments more accurately measure student learning.

If you highly prioritized a Communication Approach, you are primarily interested in using assessments to initiate conversations with
students and parents about student learning and achievement. You often use assessments as a basis for conferencing and establishing
next steps in learning. You are committed to ensuring students and parents understand the assessment task, approach to grading, and
the meaning of feedback/grades.

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Your Current Approach to Assessment Fairness

This dimension of classroom assessment analyzed your approach to issues of fairness when assessing student learning. Recognizing the
diversity of learning contexts and responding to specific student learning needs is a critical aspect of classroom assessment, however,
teachers use a variety of approaches to ensure fair assessment contexts.

If you highly prioritized Standard Approach, you are concerned with providing students will similar testing and assessment contexts. You
strive to ensure that students are assessed in the same or similar way so that your assessments appear fair for all students.

If you highly prioritized Equitable Approach, you purposefully accommodate your assessments for learners with specific and documented
exceptionalities or learning needs (e.g., English language learners). You actively construct assessments that provide equitable
opportunities for students to demonstrate their learning. At times, this involves designing new assessment tasks or adjusting scoring
guides.

If you highly prioritized Personalized Approach, you aim to provide multiple assessment contexts for students of varying abilities and
learning styles. Providing students with choice in assessment and assignment tasks is typical in your classroom. You formally
accommodate the learning of exceptional and English language learners but also provide differentiated assessments for other students.
You are interested in ensuring that assessments respond to students’ individual strengths and that assessment formats do not limit
students’ ability to demonstrate their learning.

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Your Current Approach to Classroom Assessment Theory

This dimension of classroom assessment practice addresses your commitment to principles of reliability and validity. Reliability relates to
the consistency of your assessment to measure student learning. Validity refers to your ability to make accurate judgments about
student learning based on assessment information. The three approaches in this dimension are the Consistent Approach, the Contextual
Approach, and the Balanced Approach.

If you highly prioritized a Consistent Approach, you are mainly concerned with the way you construct assessment tasks so that they
consistently work to measure all student learning. You purposefully assess students more than once per expectation to ensure you have
accuracy in you scores. You work to ensure your items are clearly understood by your students and that your scoring guidelines are
consistently applied for all students. You often analyze your assessment items to ensure that they are functioning as you intended. You
might rely on externally created assessments to ensure their reliability in measuring student learning.

If you highly prioritized a Contextual Approach, you are primarily concerned with what the assessment says about a student’s learning.
You carefully examine how assessment tasks and questions map onto learning expectations and discuss with students the circumstances
that contributed to their performance on the assessment. In making judgments about student learning, you consider contextual and
personal information about students to help situate your communication about what students know and are able to do. In assigning
grades and giving feedback, you consider the context and situation in which the student completed the assessment.

If you highly prioritized a Balanced Approach, you negotiate issues of reliability and validity in the assessment of student learning. You
are concerned with the way you construct assessment tasks so that they consistently work to measure all student learning. You are also
concerned with what the assessment says about a student’s learning. You carefully examine how assessment tasks and questions map
onto learning expectations and analyze the functionality of your assessment questions. You situate your judgments about student
learning on both students’ personal contexts as well as on the effectiveness (and limitations) of the assessment task.

The ACAI was developed from educational research from the Classroom Assessment Research Team. To learn more about
our various assessment projects, research, and resources visit cdeluca.com

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