Standards of Classroom Assessment

CAPTION 

The knowledge and principles acquired in the development and application of assessment strategies are demonstrated in this part. Professional associations have identified a set of standards and associated concepts known as the "Classroom Assessment Standards" as being indicative of trustworthy and regular classroom assessment techniques. Reassessing an assessment against the classroom assessment standards helped identify areas where it could be improved. The assessment had previously been created and used.

The processes of classroom assessment are essential to both teaching and learning. We might not be able to tell if students are making the intended progress without reliable assessment procedures. The Classroom Assessment Standards are a set of benchmarks and related principles that are recognized by professional associations as being representative of reliable and consistent classroom assessment methods. The requirements for fair and equitable formative, benchmark, and summative assessments in the classroom for all students are identified by the standards and associated recommendations. Teachers, students, and, where applicable, parents/guardians can use the results of classroom assessments that comply with these criteria and recommendations with confidence in order to better support student learning.

The assertions in the Classroom Assessment Standards are divided into three categories:

Foundations

• Assessment Purpose
• Learning Expectations
• Assessment Design
• Student Engagement in Assessment
• Assessment Preparation
• Informed Students and Parents/ Guardians

Use

• Analysis of Student Performance
• Effective Feedback
• Instructional Follow-up
• Grades and Summative Comments
• Reporting

Quality

• Cultural and Linguistic Diversity
• Exceptionality and Special Education
• Freedom from Bias
• Validity
• Reliability
• Reflection

The information received from the classroom assessment and the interpretation of the information will be accurate if the standards and guidelines described in the Classroom Assessment Standards are followed, allowing for follow-up activities intended to support continuous evidence-based learning.

Assessment Design

Students should be able to clearly demonstrate their learning through the types and techniques of classroom evaluation that are used. When the organization and format of the assessment are given considerable consideration, classroom assessment methods are more effective. For instance, the guidelines offered ought to improve students' performance. Students should be given enough time, space to enter their responses, and, if necessary, access to technology, tools, and supplies to complete the classroom assessment assignments. Incorrect interpretations of students' performance on the classroom evaluation will result if problems like these are not addressed. It is crucial to choose the appropriate strategy for the assessment design used in the classroom and to be aware that every assessment strategy (such as selected-response, constructed-response, performance assessment tasks, portfolio assessments, and affective assessment) has advantages and disadvantages. A range of assessment strategies used in the classroom will give a much clearer picture of the learning of the pupils. (JCSEE 2003)

Effective Feedback

Assessment procedures in the classroom should offer timely and helpful feedback to enhance student learning. Assessment feedback that specifies specific performance characteristics in relation to the particular learning expectations being tested is beneficial to students. Feedback may come through periodic summative tests or on-going formative tests. Feedback must be given at the right time for students and, when applicable, parents/guardians, to see what the kids already know and are capable of, where they need to be, and how they can enhance their learning. Students are more likely to use the knowledge to build on their strengths and address their areas of need when constructive criticism is given in an effective manner. The student can get this feedback via their own self-evaluation, from peers during a peer assessment, or from the teacher both during and after lessons. (JCSEE 2003)