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 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.