STANDARDS-BASED CLASSROOM ASSESSMENT MODEL
The trend in standards-based education reform is toward assessments that:
• Are embedded within instruction and materials.
• Use a variety of methods to assess progress.
• Emphasize teacher observation and judgment.
• Reveal student thinking.
• Include student self-evaluation.
DIAGNOSTIC FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
(during instruction) (post-instruction)
GOAL: to assess students’ prior GOAL: to embed assessment with GOAL: to evaluate student progress and reflect on the
knowledge, ideas, beliefs, attitudes instruction to gain insight into effectiveness and quality of instruction.
and uncover misconceptions students’ knowledge, ideas, beliefs and
attitudes. A seamless process linking
instruction and assessment.
STRATEGIES: STRATEGIES: STRATEGIES:
- T-Charts - Interviews - Survey of student opinions & attitudes
- Journal Writing - Portfolios - Interviews
- Drawings - Journals & Logs that document - Written assessments (standardized or open-ended)
- Interviews/conversations student thinking and reflection - Performance assessments (problem-solving tasks)
- Questionnaires - Hands-on activities to assess - Assessment of portfolios (using rubrics)
- Concept maps performance - Journals and Logs
- Worksheets - Observation - Paper and Pencil tests: multiple choice, short answer or
- Discussions - Products: journals, drawings, extended response.
audio tapes, videotapes
- Paper and Pencil tests: multiple
choice, short answer or