Assessment OF Learning
Numerically scored assessments are, generally, reported to the teacher, student, school counselor, school administrator, and/or state board of education. However, the results may be misunderstood by those who review the scores. For example, even if you review the test with your students, they will only see the correct answers and not the questions that were missed. These types of assessments are what your text calls "snapshot views," i.e., unit tests, summative assessments, and high-stakes tests.
Textbook materials adopted by the school district might include unit tests, summative assessments, and multiple choice comprehension tests. Some of these tests may be valid and reliable but none gives the full range of information regarding a student's real reading skills and strategies.
Formal standardized tests can include achievement tests and the multiple choice parts of criterion referenced tests. These tests only compare a student's score against a large number of scores and, therefore, don't reveal the "real" reading skills and strategies that a student has.
Assessment FOR Learning
On the other hand, when using ongoing, classroom-based assessment, you and your students view progress over time rather than a snapshot at one point. This will help you better plan learning opportunities and student comprehension of their skills and how those skills develop over time.
Classroom-based assessments FOR learning include:
- written reactions and responses to texts.
- lists of learners' reading experiences.
- guided peer evaluation.
- constructing and using rubrics.
- collecting appropriate documentation within a portfolio.
- conferences between students and teachers to discuss progress and goals.