MICHIGAN ASSESSMENT CONSORTIUM. Assessment Literacy Standards.2020

Assessment
Literacy Standards
A NATIONAL IMPERATIVE
BRIEF // WINTER 2020

Assessment literacy is the
set of beliefs, knowledge,
and practices about
assessment that lead a
teacher, administrator,
policymaker, or students
and their families to use
assessment to improve
student learning and
achievement.
PURPOSE
Student assessment has become increasingly important to educators, students, Assessment
their families, and the public. Yet, despite the link between instruction and
assessment—and the proliferation of large-scale and classroom assessment
literacy is
programs—most of those affected by student assessment (students, their essential in
families, teachers, school administrators, and local and state policymakers) this era where
may not understand the assessment tools and strategies used, their purposes,
the types of assessment that can best match purposes for assessment, and
important
the strengths and shortcomings of the various types of measures. They are decisions are
also not prepared to use the results from these assessments to benefit being made
students—to improve their learning and their achievement.
about students,
Because of these issues, the Michigan achievement and educational accomplishment,
Assessment Consortium (MAC) has undertaken as well as to guide improved learning, is critical. educators, and
an effort to create and promulgate “Assessment
Literacy Standards” for various individuals who
Understanding what assessment can and
cannot accomplish is important to ensure that
educational
are affected by student assessments. such information is used in the most positive systems based on
and accurate manner possible.
Assessment literacy standards for students and the data collected
their families, teachers, administrators, and The standards are not intended to be technical
policymakers will serve as the foundation from in nature, nor should the standards be divorced from students.
which the field comes to understand what from consideration of the various ways in which
assessment literacy means and the role and teachers instruct and students learn in classrooms
purpose of comprehensive, balanced, quality and elsewhere. The standards emphasize
assessment systems. This set of assessment assessment for learning, which includes student
literacy standards shows what assessment self-assessment and goal setting. Consequently,
literate students and their families, teachers, balance is a critical component of the standards:
administrators, and policymakers value, know,
a) Balance must exist between multiple TABLE OF CONTENTS
and can do. The ultimate goal of the MAC is
measures, which may include formative Assessment Literacy
that the assessment literacy standards are used Standards for:
assessment strategies, as well as interim
to inform policy and program development Elementary Students
and summative assessments; and
and decisions regarding assessment practices, and Their Families . . . . . . 5
teacher preparation, administrative certification, b) Balance is critical to the effective use of Secondary Students
educator evaluation, and school accreditation. assessment results across multiple purposes and Their Families . . . . . . . 6
for assessment (such as diagnostic, Teachers . . . . . . . . . . . . . . . 8
The purpose of the standards is driven by both Building Administrators . . 10
placement, and progress) by multiple users
the users and uses of assessment. Assessment District Administrators . . 12
of assessments (such as students and their
literacy is essential in this era where important Policymakers . . . . . . . . . . 14
families, educators, and policymakers).
decisions are being made about students, Acknowledgements
educators, and educational systems based on It is the intention of the MAC that and References . . . . . . . . 15
the data collected from students. Understanding accomplishing these standards will improve Glossary . . . . . . . . . . . . . . 16
the appropriate roles that student assessment curricula, instruction, and assessment, all
can play to determine levels of student leading to improved student achievement.
MichiganAssessment 3
Consortium.org
Assessment DEVELOPMENT FORMAT AND USE
Literacy Standards The standards are intended for long-term use The Assessment Literacy Standards were written
in education as opposed to being a temporal for five groups of individuals:
topic that fades from importance with the rise
••Students and their families
Local and State of new issues. A number of documents were
Policymakers ••Classroom teachers
used in the development of the standards for
••Building administrators
each group. A list of these documents is also
••District administrators
included. One of these documents, Assessment
••Policymakers
Literacy in Michigan Education (Roeber, 2011),
District
Administrators provided the basic multifaceted framework of The standards for each group are organized
assessment literacy and was used to align the around Dispositions, Knowledge, and
standards for these groups. A brief bibliography Performance.
Administrator is provided at the end of the document.
Certification ••Dispositions: standards address what
Building
Administrators The Assessment Literacy Standards (ALS) have individuals who are assessment literate believe
undergone extensive review by state and regarding assessment.
national experts, the MAC Board of Directors,
••Knowledge: standards specify the particular
Pre-Service and educators throughout Michigan. Their
Teachers vocabulary, processes, and practices that
Teachers
feedback helped shape the standards and
assessment literate individuals understand.
inform their quality and utility. In 2016, the
Michigan State Board of Education endorsed ••Performance: standards address the skills
the MAC Assessment Literacy Standards for the and competencies by individuals who are able
Students State of Michigan. to demonstrate proficiency.
and Their
Families A purposeful decision was made to include all
GOALS relevant standards for each of the five groups,
There were two primary goals for promoting despite the redundancy it created.
the Assessment Literacy Standards:
The standards for any of the five groups,
1. Create a set of standards that provides the as a result, can stand alone, and yet remain
dispositions, knowledge, and skills various comprehensive. In addition, understanding
parties who are assessment literate need the standards for groups increases the overall
to possess and use in order to maximize understanding for individuals within a group.
the benefits of student assessments and
The Glossary and Acknowledgements and
reduce/ eliminate the negative impacts or
References provide definitions of the terms in
consequences of assessment.
the Assessment Literacy Standards as a tool
2. Develop and implement activities and for greater understanding of the intent and
materials that can be used to increase the meaning of the standards.
knowledge and skills of assessment users:
The Acknowledgements and References
educators, students and their families,
provide useful reference material about
and policymakers. The ultimate goal of
assessment practices.
this effort is to create a more assessment-
literate population able to better use student
assessments to improve student learning and
achievement.
The standards are intended for long-term use in

education as opposed to being a temporal topic that
fades from importance with the rise of new issues.
4 Assessment Literacy Standards // VERSION 6.0

Assessment Literacy Standards //
ELEMENTARY
STUDENTS AND
THEIR FAMILIES
DISPOSITIONS PERFORMANCE
Elementary students and their families who Elementary students and their families who
are assessment literate believe that students: are assessment literate:
A. Learn best when they know the targets for their learning. A. Use feedback to improve their learning.
B. Learn from taking quality assessments. B. Use rubrics to look at their work and that of their peers.
C. Learn from effective feedback on their work provided by C. Use assessment results to improve their achievement.
their teachers. D. Use assessments and assessment feedback to improve their
D. Are responsible for their own learning. attitude toward learning.
E. Need to use assessment results to learn more. E. Explain their assessment results to their teachers and their
parents/guardians.
F. Keep track of their own learning over time.
KNOWLEDGE
Elementary students and their families who
are assessment literate know:
A. There are different reasons for taking assessments:
1. Improving their achievement and learning
2. Student accountability and grading
3. Providing information that predicts their future
performance/achievement
B. Different types of assessments are used in the classroom:
1. Selected response: Multiple-choice, true-false, matching
2. Constructed response: Short or extended written response
3. Performance: Written responses, presentations, or
products
4. Personal communication: Observations and interviews
C. Different types of assessments provide different types of
information about what they know and can do.
D. How to use rubrics to assess their own work.
E. How to use assessment results to reflect on their learning
and to set goals for future learning.
Consortium.org
SECONDARY
STUDENTS AND
THEIR FAMILIES
DISPOSITIONS PERFORMANCE
Secondary students and their families who Secondary students and their families who
are assessment literate believe that students: are assessment literate:
A. Learn best when they know the targets for their learning. A. Use learning targets to understand the standards and to
B. Learn from taking quality assessments. support their learning.
C. Learn from effective feedback on their work provided by B. Use feedback to decide on how to improve their
their teachers. achievement.
D. Are responsible for their own learning. C. Use different protocols for looking at their work with peers
and teachers.
E. Can use self-monitoring to improve their achievement.
D. Use assessment feedback to improve their attitudes,
F. Need to use their own assessment results to learn more.
aspirations, mindsets, and achievement.
E. Interpret and explain their assessment results to their
KNOWLEDGE teachers and their parents/guardians.
Secondary students and their families who F. Use multiple sources of data over time to identify trends in
are assessment literate know: their learning.
A. There are different reasons for taking assessments:
1. Improving their achievement and learning
2. Student accountability and grading
3. Providing information that predicts their future
performance/achievement
B. Different types of assessments are used in the classroom:
products
C. Different types of assessments provide different types of
information about what they know and can do.
D. How to use rubrics to assess their own work.
E. Feedback can be descriptive versus evaluative.
F. How to use assessment results to reflect on their learning
and to set goals for future learning.

Assessment literacy standards
for students and their families,
teachers, administrators, and
policymakers will serve as the
foundation from which the
field comes to understand
what assessment literacy means
and the role and purpose of
comprehensive, balanced,
quality assessment systems.
TEACHERS
DISPOSITIONS KNOWLEDGE
Teachers who are assessment literate believe: Teachers who are assessment literate know:
A. All educators must be proficient in their understanding and A. A balanced assessment system respects that:
use of assessment. 1. Different users have different assessment purposes
B. An effective assessment system must balance different 2. Different assessment purposes may require different
purposes for different users and use varied methods of assessment methods
assessment and communication. B. Student assessment addresses a variety of purposes:
C. When assessment is done correctly, the resulting data can 1. Student improvement
be used to make sound educational decisions. 2. Instructional program improvement
3. Student, teacher, or system accountability
D. Multiple measures can provide a more balanced picture of a
4. Program evaluation
student or a school.
5. Prediction of future performance/achievement
E. Quality assessments are a critical attribute of effective
C. The definitions of and uses for different types of
teaching and learning.
assessments:
F. Assessment results should be used to make instructional 1. Summative assessment
decisions to improve student learning. 2. Interim benchmark assessment
G. Clear learning targets, understood by students, are 3. Formative assessment practices
necessary for learning and assessment. 4. Criterion vs. norm-referenced assessment interpretations
H. Effective feedback is critical to support learning. D. The differences between the types of assessment tools:
I. Students should be active partners in learning how to use 1. Achievement
assessment results to improve their learning. 2. Aptitude
3. Diagnostic
J. Students can use instructionally sensitive assessment results
4. Screening
to improve their learning.
E. The different types of assessment methods best matched to
K. Good classroom assessment and quality instruction are
learning targets:
intricately linked to each other.
L. Grading is an exercise in professional judgment, not just a 2. Constructed response: Short or extended written response
numerical, mechanical exercise. 3. Performance: Written responses, presentations or products
F. Non-technical, statistical concepts associated with
assessment:
1. Measures of central tendency
2. Measures of variability
3. Reliability

KNOWLEDGE continued PERFORMANCE continued
4. Validity: A characteristic of the use of the assessment, E. Implement the 5-step process for assessment development:
not the assessment itself 1. Plan the assessment
5. Bias/sensitivity 2. Develop assessment items
6. Correlation vs. causation 3. Review and critique assessment items
G. How to develop or select high quality assessments: 4. Field test items to see if they work
1. Determine the purpose for assessing 5. Review and revise items
2. Determine the standards or learning targets to be F. Use assessment data within appropriate, ethical, and legal
assessed guidelines.
3. Select the assessment methods appropriate to learning G. Use a variety of protocols for looking at and scoring student
targets and assessment purpose(s) work.
4. Design a test plan or blueprint that will permit confident
H. Accurately determine and communicate levels of
conclusions about achievement
proficiency.
5. Select or construct the necessary assessment items and
scoring tools where needed I. Use assessment results to make appropriate instructional
6. Field test the items in advance or review them before decisions for individual students and groups of students.
reporting the results J. Provide timely, descriptive, and actionable feedback to
7. Improve the assessment through review and analysis to students based on assessment results.
eliminate bias and distortion K. Support student use of assessment feedback to improve
8. Assessments can be purchased or developed locally; each attitudes, aspirations, mindsets, and achievement.
approach has advantages and challenges
L. Use grading practices that result in grades that are accurate,
H. There are different ways to report results: consistent, meaningful, and supportive of learning.
1. Normative interpretations
M. Use assessment results appropriately to modify instruction
2. Criterion-referenced interpretations
to improve student achievement.
I. The multiple sources of assessment data that validly reflect
N. Collaboratively analyze data and use data to improve
a teacher’s effectiveness.
instruction.
J. How to translate standards into clear learning targets that
O. Use multiple sources of data over time to identify trends in
are written in student-friendly language.
learning.
K. Assessment accommodations that are available and when
P. Use data management systems to access and analyze data.
to use them with students with disabilities and English
Language Learners. Q. Communicate effectively about student learning with
students, parents/guardians, other teachers, administrators,
L. How to provide effective feedback from assessments suit-
and community stakeholders.
able for different audiences: descriptive versus evaluative.
R. Seek to increase their knowledge and skills in assessment.
M. How to use and create scoring tools (guides, rubrics,
checklists, scoring rules, standards).
II. Teachers who are assessment literate
N. Sound grading and reporting practices.
promote the use of assessment data to
O. How to engage students in using their own assessment
results for reflection and goal setting.
improve student learning through the
alignment of curriculum, instruction, and
assessment by:
PERFORMANCE
A. Implementing district-developed learning progressions.
I. Teachers who are assessment literate:
B. Clearly explaining how to analyze and use assessment results.
A. Self-assess their work and model this for students.
C. Using assessment results, including subgroup performance,
B. Select and use various assessment methods appropriate to
to influence the classroom’s curriculum and instructional
assessment purposes and learning targets.
program.
C. Use learning targets aligned to the standards and
D. Using multiple sources of data over time to identify trends
understood by students to guide instruction.
in learning.
D. Use learning progressions to guide instruction and
E. Using assessment results to reflect on their own effectiveness.
assessment.
Consortium.org
BUILDING
ADMINSTRATORS
Building Administrators who are assessment Building Administrators who are assessment
literate believe: literate know:
purposes for different users and use appropriate assessment assessment methods
methods to measure different learning targets. B. There are different purposes for student assessment:
C. Definitions of and uses for different types of assessments:
1. Summative assessment
F. Assessment results should be used to make instructional 2. Interim benchmark assessment
decisions that impact learning. 3. Formative assessment practices
G. Clear learning targets, understood by students, are 4. Criterion vs. norm-referenced assessment interpretations
necessary for learning and assessment. D. Differences between the types of assessment tools:
H. Effective feedback is critical to support learning. 1. Achievement
I. Students should be active partners in their learning and 2. Aptitude
assessment. 3. Diagnostic
4. Screening
J. Students can use instructionally sensitive assessment results
to improve their learning. E. The different types of assessment methods and when
teachers should use each:
K. Time and resources are needed to:
1. Learn to select or develop assessments
2. Administer assessments
3. Use the assessment results appropriately
products
L. Good classroom assessment and quality instruction are
F. Non-technical, statistical concepts associated with
M. Grading is an exercise in professional judgment, not just a
assessment:
numerical, mechanical exercise.
N. Appropriate, high-quality assessment practices should be 2. Measures of variability
used in all classrooms. 3. Reliability
4. Validity: a characteristic of the use of the assessment, not
the assessment itself
5. Bias/sensitivity
6. Correlation vs. causation
G. How to develop or select high quality assessments: B. Providing time and support for staff to implement a
1. Determine the purpose for assessment balanced assessment system by providing opportunities to
2. Determine the standards or learning targets to be assessed develop skills in:
3. Select the assessment methods appropriate to learning 1. Using instructionally embedded formative assessment
targets and assessment purpose(s) 2. Administering assessments
4. Design a test plan or blueprint that will permit confident 3. Scoring/analyzing results
conclusions about achievement 4. Developing instructional plans based on results
5. Select or construct the necessary assessment items with 5. Developing school improvement plans based on results
scoring guides where needed C. Assuring that each and every staff member is:
6. Field test the items in advance or review them before 1. A confident, competent master of the targets
reporting the results 2. Sufficiently assessment literate to assess their assigned
7. Improve the assessment through review and analysis to targets, productively in both formative and summative ways.
eliminate bias and distortion
D. Holding building-level staff accountable for implementing
8. Assessments can be purchased or developed locally; each
formative assessment practices.
H. There are two ways to report results, and specific III. Building Administrators who are assessment
circumstances when each is useful: literate promote the use of assessment data to
1. Normative interpretations improve student learning through the alignment
of curriculum, instruction, and assessment by:
I. The multiple sources of assessment data that validly reflect a
A. Implementing district-developed learning progressions.
teacher’s effectiveness.
B. Assuring horizontally and vertically aligned curriculum,
instruction, and assessment in the building.
PERFORMANCE
C. Clearly explaining how to analyze and use assessment results.
I. Building Administrators who are
D. Leading dialogues with staff in interpreting results and
assessment literate: creating goals for improvement.
A. Use assessment data within appropriate, ethical, and legal E. Assisting teachers in collaboratively analyzing and using
guidelines. data in a professional learning community.
B. Understand and communicate levels of proficiency accurately. F. Using assessment results, including subgroup performance, to
C. Use assessment results to make appropriate instructional influence the school’s curriculum and instructional program.
decisions for groups of students. G. Using multiple data sources over time to identify learning trends.
D. Collaboratively analyze data and use data to improve H. Using assessment data to reflect on effectiveness of
instruction. teachers’ instructional strategies.
E. Use multiple sources of data over time to identify trends in I. Incorporating assessment knowledge in evaluation practices
learning. (i.e., program, teacher, and administrator).
F. Use data management systems to access and analyze data. J. Clearly communicating results to various constituents through
G. Communicate effectively with students, parents, teachers, a coherent communication system that uses a variety of
administrators, and community stakeholders about student methods.
learning. K. Using data management systems to access and analyze data.
H. Seek to increase their knowledge and skills in assessment. L. Using assessment data within appropriate, ethical, and legal
guidelines.
II. Building Administrators who are
assessment literate promote a culture of
appropriate assessment practice by:
A. Promoting assessment literacy for self and staff through:
1. Professional learning communities
2. Targeted and differentiated professional development
3. Walk-throughs (data collection – goal setting)
4. Educator evaluation practices (i.e., program, teacher, and
administrator)
Consortium.org
DISTRICT
ADMINISTRATORS
District Administrators who are assessment District Administrators who are assessment
literate believe: literate know:
purposes for different users and use varied methods of assessment methods
assessment and communication. B. There are different purposes for student assessment:
C. Definitions of and uses for different types of assessments:
1. Summative assessment
F. Assessment results should be used to make instructional 2. Interim benchmark assessment
decisions that impact learning. 3. Formative assessment practices
G. Clear learning targets, understood by students, are 4. Criterion vs. norm-referenced assessment interpretations
necessary for learning and assessment. D. The differences between the types of assessment tools:
H. Students should be active partners in their learning and 1. Achievement
assessment. 2. Aptitude
I. Students can use instructionally sensitive assessment results 3. Diagnostic
to improve their learning. 4. Screening
J. Users of assessments require time to learn to select, E. The different types of assessment methods and when
develop, and administer the assessments, as well as use the educators should use each:
assessment results appropriately; resources are needed to 1. Selected response: Multiple-choice, true-false, matching
carry out these activities. 2. Constructed response: Short or extended written response
3. Performance: Written responses, presentations, or products
K. Good classroom assessment and quality instruction are
F. Non-technical, statistical concepts associated with assessment:
L. Grading is an exercise in professional judgment, not just a
numerical, mechanical exercise.
2. Measures of variability
M. Appropriate, high-quality assessment practices should be 3. Reliability
used in all buildings. 4. Validity: a characteristic of the use of the assessment, not
the assessment itself
5. Bias/sensitivity
6. Correlation vs. causation

G. How to develop or select high quality assessments: B. Providing time and support for staff to implement a
1. Determine the purpose for assessment balanced assessment system by providing opportunities to
2. Determine the standards or learning targets to be assessed develop skills in:
3. Select the assessment methods appropriate to learning 1. Using instructionally embedded formative assessment
targets and assessment purpose(s) 2. Selecting, creating, and developing assessments
4. Design a test plan or blueprint that will permit confident 3. Administering assessments
conclusions about achievement 4. Scoring/analyzing results
5. Select or construct the necessary assessment items with 5. Developing instructional plans based on results
scoring guides where needed 6. Developing school improvement plans based on results
6. Field test the items in advance or review them before C. Instituting policies with supportive resources (time and budget)
reporting the results to implement a balanced system of assessment in the district.
7. Improve the assessment through review and analysis to
D. Assuring that each and every staff member is:
eliminate bias and distortion
1. A confident, competent master of the targets that they
8. Assessments can be purchased or developed locally; each
are responsible for teaching
2. Sufficiently assessment literate to assess their assigned
H. There are two ways to report results, and specific targets productively in both formative and summative ways
circumstances when each is useful:
E. Holding building-level staff accountable for implementing
1. Normative interpretations
high quality assessments.
I. The multiple sources of assessment data that validly reflect a III. District Administrators who are assessment
teacher’s effectiveness. literate promote the use of assessment data to
improve student learning through the alignment
PERFORMANCE of curriculum, instruction, and assessment by:
I. District Administrators who are assessment A. Developing learning progressions to implement the district-
literate: wide standards.
A. Use assessment data within appropriate, ethical, and legal B. Assuring horizontally and vertically aligned curriculum,
guidelines. instruction, and assessment in the building.
B. Understand and communicate levels of proficiency C. Clearly explaining how to analyze and use assessment results.
accurately. D. Leading dialogues with staff in interpreting results and
C. Use assessment results to make appropriate instructional creating goals for improvement.
decisions for groups of students. E. Assisting teachers in collaboratively analyzing and using
D. Collaboratively analyze data and use data to improve data in a professional learning community.
instruction. F. Using assessment results, including subgroup performance, to
E. Use multiple sources of data over time to identify trends in influence the district’s curriculum and instructional program.
learning. G. Using multiple data sources over time to identify learning
F. Use data management systems to access and analyze data. trends.
G. Communicate effectively with students, parents, teachers, H. Using assessment data to reflect on effectiveness of
administrators, and community stakeholders about student principals’ instructional leadership.
learning. I. Incorporating assessment knowledge in evaluation practices
H. Seek to increase their knowledge and skills in assessment. (i.e., program, administrator).
J. Clearly communicating results to various constituents
II. District Administrators who are assessment through a coherent system that uses a variety of methods.
literate promote a culture of appropriate K. Using data management systems to access and analyze data.
assessment practice by:
A. Promoting assessment literacy for self and staff through:
1. Professional learning communities
2. Targeted and differentiated professional development
3. Walk-throughs (data collection – goal setting)
4. Educator evaluation practices (i.e., program, teacher, and
administrator)
Consortium.org
POLICYMAKERS
DISPOSITIONS D. There are different ways to measure student achievement;

Policymakers who are assessment each has advantages and challenges.
literate believe: E. There are two ways to report results, and specific
A. Teacher and administrator certification standards should circumstances when each is useful:
include competence in assessment as a criterion for licensing. 1. Norm-referenced interpretations
B. A balanced assessment system is essential at the local
school district level (using summative and interim F. There are several essential technical standards for high
assessments, as well as formative assessment practices). quality assessments:
1. Reliability—Do the assessments produce replicable scores?
C. Assessments closer to the classroom usually have a greater
2. Validity—Is there evidence that supports the intended
impact on improving student achievement.
uses of the assessment?
D. Teachers and administrators need formal training in the
G. Assessments can be purchased or developed locally; each
development and use of assessments and formative
approach has advantages and challenges.
assessment practice to increase student success.
H. There are a number of steps in the assessment development
E. Important decisions about schools, educators, or students
process to produce high quality assessments.
should be made on the basis of multiple sources of accurate
data. I. There is little evidence to suggest that local, state, national,
and international summative assessments, in themselves,
improve education or student learning.
KNOWLEDGE
J. Users of assessments require time to learn to select,
Policymakers who are assessment develop, and administer assessments, as well as use the
literate know: results appropriately; resources are needed to carry out
A. A balanced assessment system respects that: these activities.
1. Different users have different assessment purposes K. Which student measures are appropriate for teacher and
2. Different assessment purposes may require different administrator evaluation.
assessment methods
B. There are different purposes for student assessment: PERFORMANCE
1. Student improvement
2. Instructional program improvement
Policymakers who are assessment literate:
3. Student, teacher, or system accountability A. Provide the necessary authorization and resources (time,
4. Program evaluation money, and staff) to create and implement quality balanced
5. Prediction of future performance/achievement assessment systems.
C. The differences between the types of assessments in a B. Ensure that only high-quality assessments will be selected/
balanced system of assessment: developed and used.
1. Summative assessments C. Strive to learn more about how assessment can be used to
2. Interim benchmark assessments improve student achievement.
3. Formative assessment D. Support activities to improve their own assessment literacy
and that of their staff.
We at the MAC believe that when all users of assessment accomplish
these standards, we will collectively improve curricula, instruction,
and assessment, leading to improved student achievement.
ACKNOWLEDGEMENTS REFERENCE DOCUMENTS USED

Developed by the Michigan Assessment FOR MAC ASSESSMENT LITERACY
Consortium Board of Directors (2011-2013) and STANDARDS
members of the MAC Knowledge and Practice Brookhart, Susan M. “Educational Assessment
Committee (2012-2014): Judith Dorsch Backes Knowledge and Skills for Teachers,” Educational
(chair), Molly Bruzewski, Kathryn Dewsbury- Measurement: Issues and Practices, Spring 2011,
White, Patricia Farrell-Cole, Patricia McNeill, and Vol. 30, No. 1, pp. 3-12.
Edward Roeber.
Chappuis, Jan Learning Team Facilitator
Additional reviews provided in 2016 and 2017 by Handbook: A Resource for Collaborative Study
the MAC Assessment Development and Review of Classroom Assessment for Student Learning.
Committee, Denise Brady (co-chair), Jim Gullen, Pearson, 2007. pp. 55-59.
and Ed Roeber (co-chair).
Chappuis, Steve, Stiggins, Rick., Arter, Judith,
With special appreciation to these national and Chappuis, Jan. Assessment FOR Learning:
POLICYMAKER AUDIENCES assessment experts for their thoughtful input and An Action Guide for School Leaders. Pearson,
review: Susan Brookhart, Carol Commodore, Ken Second Ed., 2009, p. 99.
O’Connor, James Popham, and Rick Stiggins.
State-Level Chappuis, Steve, Commodore, Carol, and
••State Board of Education The following organizations contributed to the Stiggins, Rick. Assessment Balance and Quality:
••Superintendent of Public refinement of the Assessment Literacy Standards An Action Guide for School Leaders. Pearson,
Instruction as a result of presentations, focus groups, online Third Edition, 2010.
surveys, and individual member and leader
••Legislature O’Connor, Ken. How to Grade for Learning K-12.
reviews:
1. House Education Committee ••Bay-Arenac ISD Corwin, 2009.
2. Senate Education Committee ••Lenawaee ISD Popham, James. Everything School Leaders Need
3. Legislative Staff ••Council of Chief State School Officers to Know About Assessment, Corwin, 2010.
4. House and Senate Fiscal (CCSSO) — National Conference on
Agencies Student Assessment Roeber, Edward. “Assessment Literacy in
••Governor ••Michigan Association of School Administrators Michigan Education” and “Preparing Michigan
(MASA) Educators in Assessment,” East Lansing, MI:
5. Governor’s Education Staff
••Michigan Association of Intermediate School Michigan State University, Presentation, 2011.
••Department of Management
District Administrators (MAISA) Educational Leadership Policy Standards: ISLLC
and Budget
••Michigan Elementary and Middle School 2008, Appendix 2: ISLLC 2008 at a Glance.
Principal’s Association (MEMPSA) National Policy Board for Educational Administration
Local-Level ••Michigan Association of Secondary School (NPBEA), adopted December 12, 2007.
••Local Board of Education Principals (MAASP)
••Michigan Association of Supervision and “Model Core Teaching Standards: A Resource
••Local School Superintendents
Curriculum and Development (MIASCD) for Dialogue,” CCSSO’s Interstate Teacher
••Michigan School Improvement Facilitator’s Assessment and Support Consortium (InTASC),
Network (MSIFN) Council of Chief State School Officers, July 2010.
••Michigan School Testing Conference (MSTC) https://ccsso.org
••Marquette Alger ISD
“Standards for Teacher Competence in
••Reeths-Puffer School District
Educational Assessment of Students,” American
••Wayne RESA
Federation of Teachers, National Council on
••Wexford-Missaukee ISD
Measurement in Education, and the National
Education Association. Buros Institute of
Mental Measurements, 1990. https://buros.org/
In 2016, the Michigan State Board of standards-teacher-competence-educational-
Education endorsed the MAC Assessment assessment-students
Literacy Standards for the State of Michigan.
Consortium.org
GLOSSARY
Accountability Assessment Methods Balance of Representation

Holding educators or others responsible for the Selected-response Item—In this item type, The match between the relative emphasis of
performance of students, educators, or school students select a correct answer from among concept areas in a set of content standards and
programs. several answer choices. This item type includes the assessment that measures those standards.
Achievement Level multiple-choice, true-false, and matching items. The key question is, “Does the balance of
The standard of performance set through The multiple-choice item format is the selected- representation in the assessment match that of
a standard-setting procedure. Also called a response format most used in a large-scale the content standards?”
“performance standard.” Defines how well assessment program. Balanced Assessment System
students need to do on an assessment to meet Constructed-response Item—This item type The use of different types of assessment for
or exceed predefined targets for achievement, requires the individual to create their own different purposes. Can also mean the use of
such as “proficient.” answer(s) rather than select from pre-written assessments for learning (to guide it as it is
Achievement Test options. There are usually several ways in which occurring) and of learning (to measure how
A test used to determine the current level of these items can be answered correctly. These much students have learned at the end of
knowledge and skills of an individual. items are scored using a standardized scoring instruction).
rubric that is objective and clearly defined. Bias
Alignment
Refers to whether an assessment item Performance Assessment—Requires the The manner in which a test question is posed
measures any part (ideally, the most important student to perform some activity. There are two that disadvantages some students (due to
part) of a content standard. Also refers to how types—performance task and performance factors other than their knowledge of the topic
much of a set of content standards that an event, distinguished by their complexity and being assessed).
assessment instrument measures. the length of time students have to respond to Causation
them. A demonstration that one variable has a direct
Two-Way Alignment refers to how much of a
set of content standards is measured by an Performance Task—In this type of assessment, and predictable impact on another variable.
assessment instrument as well as whether the students have days, weeks, or months to Cognitive Complexity
assessment instrument covers most, if not all, compose a response. Thus, these assessments The type(s) of mental processing (i.e., thinking
of the set of content standards. may involve multiple responses of different skills) required by an item or set of items. This
types to multiple prompts. The resultant work may refer to the Depth of Knowledge (Webb),
Aptitude may be lengthy and compromise of multiple
A term to describe the ability of an individual Bloom’s Taxonomy, or other definition of
parts. Embedded in the Task may be written thinking skills.
to carry out a task or activity. Also indicates the response items, presentations, papers, student
extent to which an individual will be successful self reflections, and so forth. Constructed- or Written-response Items
in a future activity. Test items that require students to write out
Performance Event—This is an on-demand their responses. Often, responses take the form
Aptitude Test performance assessment on which students
A test used to determine the ability of an of short- or extended-response essays, although
are given little or no time to rehearse their other items might ask students to draw a
individual to carry out a task or activity. Also performance and limited opportunities to
indicates the extent to which an individual will picture, construct a table, show a flow chart,
improve their initial performance. Such and so forth. A traditional “fill-in-the-blank”
be successful in a future activity. assessments may take a class period or less to type question is also a written response item.
Assessment Administration Procedures administer. Constructed- or written-response items typically
The set of policies, guidelines, and/or Personal Communication–An assessment require a checklist or rubric for scoring.
procedures in place to help ensure that the conducted one-on-one between an adult and
administration of an assessment provides valid Correlation
a student—sometimes an observation or A demonstration that two variables move in the
results consistent with the designed purpose of interview.
the assessment. same or opposite manner, although there is no
Assessment Purposes proof that one causes the other.
Student Improvement–Using test results Criteria
to review past instruction or to alter future A basis for making a judgment.
instruction provided to the student, due to
performance on the test. Criterion-referenced (and interpretation)
Relating a test score to a pre-established,
Accountability–Using test results to hold absolute standard of performance.
educators or others responsible for the
performance of students, educators, or school Data Management System
programs. A computer software system that is used to
store educational data and to permit these data
Program Evaluation–Using results to determine to be retrieved and analyzed.
the success of a program and perhaps to
suggest improvements.
Prediction–Using test results to determine the
likelihood of success of an individual in some
future activity.

Depth of Knowledge (DoK) Instructionally Embedded Performance Assessments
A taxonomy of four levels, developed by Norm Assessments or activities that occur while Assessments where students are asked to
Webb, that can be used to classify the cognitive instruction is taking place. perform in some way, such as completing
complexity of test items, content standards, and Interim an experiment in science, conducting an
learning objectives. An assessment program that is administered investigation in science, singing, acting out
Diagnostic Test periodically to students, such as at the a character in a theatrical production, or
A test used to determine the areas of strength conclusion of each marking period. completing a painting in an arts class. The
and weakness of an individual. products of performance assessment can be
Interviews many types. Performance assessments typically
Dispositions In this type of assessment, a teacher typically require a checklist or a rubric for scoring.
Attitudes or beliefs about something. works with an individual student, asks a series
of planned and/or unplanned questions, and Performance Event
Distortion This is an on-demand performance assessment
A factor in the assessment process that does records students’ responses to the questions.
on which students are given little or no
not permit the accurate determination of Item time to rehearse their performance and
student performance or that of a school or An assessment question, problem, or exercise. limited opportunities to improve their initial
district. The individual measures used in a test. performance. Such assessments may take a class
Essential Learnings Learning Progressions period or less to administer. One of two types of
A set of prioritized outcomes, derived from The sequence of learning topics that students assessment that require the student to perform
state standards, that helps focus on the may go through to learn an important topic. some activity. These two types are distinguished
most needed aspects of the curriculum for by their complexity and the length of time
Learning Targets students have to respond to them.
instructional planning purposes. The individual learning skills for teaching and/
Feedback or testing. Performance Task
Information about performance provided by On this type of assessment, students have
Levels of Proficiency days, weeks, or months to compose a response.
another person or an instrument. The different levels of performance on an Thus, a Performance Task may involve multiple
Field Test assessment. responses of different types to multiple
Trying out of newly-created items in a formal Measures of Central Tendency: Mean, prompts. The resultant work may be lengthy
manner on a representative sample of students. Mode, and Median and comprise multiple parts. Embedded in
Formative Assessment Mean–The arithmetic average of a set of data, the Task may be written-response items,
Information collected and used by teachers and calculated by adding up all the scores and presentations, papers, student self-reflections,
students during instruction to improve teaching dividing by the number of scores. and so forth. One of two types of assessment
and learning as it is occurring. Mode–The most frequently occurring score in a that require the student to perform some
Grading set of scores. activity. These two types are distinguished
Rating an individual or program on the basis of by their complexity and the length of time
Median–The score at the middle point in a set students have to respond to them.
external standards. of scores.
High Quality Assessment Personal Communication
Measures of Variability: Variance and An assessment conducted one-on-one between
An assessment externally judged to be of Standard Deviation
superior quality. an adult and a student—sometimes an
Variance–The deviation of each score in a set of observation or interview.
Horizontally Aligned scores from the mean score of the set, squared.
The alignment of instruction provided by Pilot Testing
Standard Deviation–The square root of the A preliminary use of assessment items to see if
multiple teachers teaching the same content at variance of each score in a set of scores,
the same grade level or in the same course. they work. If they don’t, they may be discarded
divided by the number of scores. or revised. If they do work, the next step is to
Instructional Decisions Multiple Measures field test them.
The choices made by educators as they teach. The use of different types of measures to assess Placement Test
Instructional Objective students or programs from somewhat different A test used to determine the best program or
A statement that specifies what a learner perspectives in order to obtain a broader treatment for an individual.
will know and be able to do as a result of picture of students or a program.
instruction. Most often found in curriculum Prediction
Norm-referenced (and interpretation) The use of test results to determine the
framework documents. The comparison of a student or school score likelihood of success of an individual in some
Instructional Program Improvement to a representative sample of students future activity.
The use of the test results to determine areas or schools—the norm group. Scores are
of the instructional program that need to be interpreted as above or below the average Professional Development
modified and improved. (mean score) of the norm group. (Targeted and Differentiated) The learning
programs and experiences provided to in-service
educators to improve their knowledge and skills
and, thus, their performance on the job.
Consortium.org
GLOSSARY
Professional Learning Communities Scoring Rubrics Success Criteria

Small groups of educators who work on a Often used to score constructed response Statements that tells students what they should
common issue or program over a period of items, and performance tasks and performance know, understand, and be able to do at the
time for the purposes of increasing educator events. A rubric establishes the expectations end of a lesson. These criteria identify elements
effectiveness and student results. for performance and delineates what a of quality that will be present in student work.
Program Evaluation response must include. Performance levels These criteria become the measures teachers
The use of test results to determine the are described for each dimension or criteria use to determine proficiency.
success of a program and perhaps to suggest of the performance task, performance event, Summative Assessment
improvements to it. or constructed response item. Sample student As assessment of performance, conducted
work drawn from actual responses used at the conclusion of a course or program
Progress Monitoring Test to illustrate performance levels for each
A test used to gauge the improvement in completion.
dimension/criterion are sometimes attached to
performance of an individual or a program. a rubric. Test Blueprint
Protocols A document that describes the key attributes
Screening Test of a new assessment, such as standards to be
Protocols are agreed-upon guidelines for A test used to determine eligibility of an
conversation; a code of behavior for groups to assessed, the types and numbers of items to be
individual for a program or activity. written, and how the results of the assessment
use when exploring ideas.
Selected-response Items will be reported to different audiences.
Quality Assessment A test item that requires students to pick a
A judgment that an assessment is of high Types of Assessments
response from among two or more answer Different ways of assessing students or
quality. choices provided for each item. Multiple-choice, programs.
Reliability true-false, and matching items are all examples
A determination of the internal consistency, of selected-response items. Multiple-choice Unpacking Standards
comparability, or stability of an assessment. A items are the most frequently used type of Determining the key attributes and aspects of a
necessary, but not sufficient, condition for an selected-response items. content standard.
assessment to be useful. Selection Test Validity
Reporting A test used to determine which individuals will The collection of evidence to support the
Describing the performance of a student on an most likely be successful in a program. intended uses of an assessment. Note: The test
assessment in written or verbal terms. itself is not “valid” or “not valid.” It is the uses
Sensitivity of the assessment that are or are not valid.
Rigor The use of a topic in an assessment item that
The level of knowledge necessary to achieve some students may find troubling or offensive. Vertically Aligned
a content standard or to correctly respond The alignment of instruction provided by
Standard multiple teachers teaching in the same content
to an assessment item. Typically measured The larger expectations we express in
in the Depth of Knowledge category, one of area across two or more grades.
association with knowledge, skills, and
four dimensions of the Webb Alignment Tool, dispositions, comprising entire disciplines Walk-through
developed by Norm Webb, Wisconsin Center for (mathematics, science, etc.). A dry run of a process or a procedure. Also, can
Education Research. mean a school administrator who periodically
Student-friendly Language observes teachers in their classrooms.
Scoring Writing of some educational language in
The process of determining how well a student a jargon-free manner understandable by
did on an assessment. students.
Scoring Checklists Student Improvement
This might be a series of steps used to remind The use of test results to review past instruction
students about a complete performance or or to alter future instruction provided to the
used to score the responses of students. student, due to performance on the test.
Scoring Guide Subgroup Performance
A scoring guide is composed of a rationale The performance of a subset of the students
for the correct or preferred responses to the in a larger group, examined to assure that all
assessment. A guide includes one or more groups of students in a school are doing well
scoring rubrics; examples of student responses academically.
for each score level of each rubric; and sets of
pre-scored student papers used to train, certify,
and monitor the scorers.

The mission of the Michigan
Assessment Consortium is
to improve student learning
and achievement through
a system of coherent
curriculum, balanced
assessment, and effective
instruction. We do this by
collaboratively promoting
assessment knowledge
and practice; providing
professional learning
opportunities; and providing
and sharing assessment tools,
products, and resources.
Michigan Assessment
Consortium is a
professional association
of educators who believe
quality education depends
on accurate, balanced,
meaningful assessment.
MAC members work together
with educators to advance
assessment literacy and
advocate for assessment
education and excellence.
1980 North College Road, Mason, MI 48854 · 517-816-4520
To learn more about the

Michigan Assessment Consortium
and the resources it has created:
MichiganAssessmentConsortium.org
©2015, 2017, 2020 Michigan Assessment Consortium

MICHIGAN ASSESSMENT CONSORTIUM. Assessment Literacy Standards.2020

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Assessment

BRIEF // WINTER 2020

The standards are intended for long-term use in

4 Assessment Literacy Standards // VERSION 6.0

6 Assessment Literacy Standards // VERSION 6.0

8 Assessment Literacy Standards // VERSION 6.0

12 Assessment Literacy Standards // VERSION 6.0

DISPOSITIONS D. There are different ways to measure student achievement;

ACKNOWLEDGEMENTS REFERENCE DOCUMENTS USED

Literacy Standards for the State of Michigan.

Accountability Assessment Methods Balance of Representation

16 Assessment Literacy Standards // VERSION 6.0

Professional Learning Communities Scoring Rubrics Success Criteria

18 Assessment Literacy Standards // VERSION 6.0

1980 North College Road, Mason, MI 48854 · 517-816-4520

To learn more about the

©2015, 2017, 2020 Michigan Assessment Consortium

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