The following assessment principles, (Davies, 2007; Cooper, 2010) are to be considered and applied to assessment opportunities within reading.
Assessment involves a balanced approach that is planned and purposeful.
• Triangulation of data involves collecting evidence from different sources including conversations, observations, and products. This includes qualitative and quantitative assessment data.
• Assessment serves different purposes at different times.
Assessment informs instructional decisions.
• Assessment and instruction are inseparable.
• Information gathered through assessment informs day to day instructional decisions.
Assessment focuses on individual students in order to differentiate instruction.
• Assessment is a collaborative process involving students, teachers, and caregivers.
• Students need to be aware of expectations and be provided with timely descriptive feedback.
• Feedback is focused on areas of strength and opportunities for growth.
• Teachers need to consider a student’s language and culture.
• Student self-assessment based on clear criteria and exemplars ensure the focus stays on learning.
Assessment begins and ends with curriculum.
• Curricular outcomes provide the starting point for instruction.
• Diagnostic assessment informs differentiation required for individual students to achieve outcomes.
• Students are aware of and help create criteria used for assessment.
• Assessment provides evidence to evaluate the achievement of outcomes.