Principles of Assessment

Saskatchewan Reads

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.

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_diagram_

  • 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.