Assess principles of effective assessment.

Assess principles of effective assessmentApply assessment principles that you think would best support learning.ASSIGNMENT:Principles of Effective AssessmentWormeli (2018) describes several principles of effective assessment in Chapter 6 of Fair Isn’t Always Equal. Choose 2–3 of those principles that you think you commonly follow in your own assessment practices and then choose 2–3 principles that you would like to add to your skills. As you are considering these, think also about Jorge in the Coffee Shop dialogues. Can you identify one of these assessment principles that he might add to his instructional practice to more specifically support his students’ achievement of learning? NOTE*****coffee shop transcript is on last pagePrinciples of Effective AssessmentIn Chapter 6 of the book Fair Isn’t Always Equal, Wormeli defines principles of effective assessment. As you are reading them reflect on your own practice and identify those principles that you can honestly say you practice routinely and then identify one or two that you might want to add to your assessment practice. Think back on the conversation between Grace, Jorge, and Latasha and consider what suggestions you might make to Jorge as a result of the ideas shared in this chapter.•Chapter 6, “Principles of Effective Assessment for the Differentiated Classroom,” pages 63–77.Integrating Assessment Into Curriculum and Lesson PlanningJay Mctighe brings the discussion of the use of assessment in instructional decision-making around to how to integrate assessment into curriculum and lesson planning. You may already be familiar with Wiggins and Mctighe’s Understanding by Design curriculum and lesson planning process. His discussion here will strengthen your understanding of the role of assessment in the UbD format.•McTighe, J. (2018). 3 key questions on measuring learning. Educational Leadership, 75(5), 14–20.In this recording Jay Mctighe stresses the importance of teachers’ focusing on assessment before planning learning activities. This concept is reflected in the order in which planned assessment are placed in the UbD planning template.COFFEE SHOP TRANSCRIPTGrace:Hi, Latasha and Jorge. I’m sorry I’m late. I’ve been rushing all day. Latasha, thank you for those articles you sent. After making a list of all the tests my students take, I saw how much time these take. That was overwhelming. The articles did give me some insight into why those tests are useful.Jorge:I agree, Latasha. They helped me understand the difference between formative and summative assessments and how one test might be used for more than one purpose. It seems that the placement tests that my students take is used primarily to compare students and decide who gets to continue their education at the college level. Unfortunately, only the students get the scores. I can’t really use them to plan my instruction, so that isn’t really helpful.Latasha:One of the reasons I sent the articles was for you to see how important it is to align your instruction with the standards that are being tested on any assessments that you give your students. I think you are understanding that Jorge.Jorge:I do understand that Latasha. The problem I originally described seems to be getting more complex than I can manage. I’m getting a little frustrated.Latasha:Here’s a list of the topics addressed on the placement test.Grace:That will help Jorge and I don’t think you can solve this problem by yourself. It really is a systemic issue, but we can start. One of the articles that Latasha sent, emphasize the link between standards assessment, curriculum and instruction.Latasha:Jorge, do you have other data on your students’ achievement that you might use to identify areas of math where they need some help? Can you use that along with the topics on the placement tests to decide where to start addressing their math skills?Jorge:I do have that, but remember I also have to teach the required competencies in my regular math class and those are aligned to the state standards. How do I put this together?Grace:You can do that Jorge. I think you just start by addressing your student’s immediate needs with the short term plan. Then we talk about a longer term plan where we work together strategically. We need to be able to support our students before they are facing graduation and can’t move forward with their education.Latasha:I have some ideas that I can share with you. I also have a couple more articles that clarify how to link assessment with curriculum instruction and standards; how to use it to guide instruction. I’ll get them to you and we can talk about them next time we meet.Jorge:Meanwhile, I’ll get a hold of our state achievement test scores and begin to look at the competencies. I’ll try to align them with the topics that are included in the pre-test that students take for entrance into our community college.Grace:I’ll do the same thing with my fifth grade students scores and see if I can identify which competencies seem to be a struggle for them.I’d also like to know if we have any assessments during the year that would give us that information. If we have this information early, we can use that to guide our instruction, not just wait until the end of the year to find out how they did.Latasha:It looks like we’ve assigned ourselves some homework. I look forward to our next conversation.