1. When
1.1. Never
1.2. Daily
1.3. Continuously
1.4. At educational or grade level milestones
1.5. At the end of a course
1.6. At the end of a unit of study
1.7. Pre-test before a unit
2. How (are assessments created)
2.1. Popham
2.1.1. Purpose determination (Popham)
2.1.2. Content selection (Popham)
2.1.3. Item construction/revision (Popham)
2.2. Other
2.2.1. Backwards design (UbD) (Wormeli)
2.2.1.1. Identify desired results
2.2.1.2. Determine assessment evidence
2.2.1.3. Plan learning experiences and instruction
2.2.1.3.1. Weave factors that affect student success into plans (Wormeli)
2.2.2. For learning objectives
2.2.2.1. Begin with specific, measurable goals for student knowledge and behaviors
2.2.2.2. Provide learning experiences to support them
2.2.2.3. Measure learing outcomes
2.2.2.4. Analyze and use data to improve learning
2.2.2.4.1. Longitudinal
2.2.2.4.2. Cohorts over time
2.2.2.4.3. Disaggregate by key subpopulations
2.2.2.5. Integrate into lesson plan (Wormeli)
2.2.2.5.1. Reveal common misundersatndings
2.2.2.5.2. Never saved for the end of aunit
2.2.2.5.3. Does not happen on the same day every week
2.2.2.5.4. Facilitates descriptive feedback to students
2.2.2.5.5. Holds tightly to lesson objectives
2.2.2.5.6. Never kept a secret
3. Why
3.1. To improve student learning (Montenegro and Jankowski
3.1.1. Pre-tests
3.1.2. Formative assessment
3.2. Popham reasons for assessment
3.2.1. Comparisons among test-takers (Popham)
3.2.1.1. Unit tests
3.2.1.2. Teacher tests
3.2.2. Improvement of ongoing instruction and learning (Popham)
3.2.2.1. Formative assessment
3.2.3. Evaluation of instruction (Popham)
3.2.3.1. State assessments
3.3. Parker - to inform not only what students have learned and are learning, but also what they are ready to learn
4. How (is learning assessed)
4.1. Traditional tests
4.2. Project based
4.3. Portfolio
4.4. Authentic tasks
4.5. Running records (Parker)
4.6. Anecdotal notes (Parker)
4.7. Goal setting interviews (Parker)
4.8. Nonfiction journals (Parker)
4.9. Scoring rubrics (Parker
4.10. Formative
4.10.1. Use assessment FOR learning (Stiggins and Chapuis)
4.10.1.1. Student success depends on what STUDENTS do with the results
4.11. Summative
4.12. Formal
4.13. Informal
4.14. Preassessment
5. Who
5.1. Creates it
5.1.1. Companies (Pearson, College Board, etc.)
5.1.2. Teacher(s) for their own students
5.1.3. States
5.1.4. School district or campus
5.2. Takes it
5.2.1. Students
5.2.1.1. Preferred learning modes
5.2.1.2. Characteristics that affect learning
6. What (is assessed)
6.1. Curriculum
6.1.1. State standards
6.1.2. Types of curricula
6.1.2.1. Taught
6.1.2.2. Written
6.1.2.3. Null
6.1.2.4. Hidden
6.1.3. District guidelines
7. Problems
7.1. May only measure students' test-takng abilities
7.2. May not measure at desired level of rigor
7.3. May not measure content it is supposed to
7.4. May not be equitable and equally allow all students to demonstrate mastery
7.4.1. Montenegro and Jankowski - emphasis on outcomes and criteria, NOT mode
7.4.2. Culture and assessment
7.4.2.1. Honor students' cultural background
7.4.2.2. Respect and activate students' prior knowledge
8. What (is measured)
8.1. Student learning
8.1.1. How accurately?
8.1.2. What do numbers/grades indicate?
8.1.3. Is student mastery reflected?