Assessment of/for Student Learning

Classroom assessments are instrumental in educators’ instruction and students’ learning, as they measure students’ academic progress, gauge the effectiveness of instructional methods, and allow for constructive feedback for students and caregivers. The standard, Assessment of and for Student Learning, ensures that teachers adequately and consistently collect, analyze, and interpret relevant data provided by assessments. Educators, students, and caregivers need indicators that detail the specific topics or skills that have not yet been learned, what students want or hope to learn, if students have mastered content, and that teachers are using appropriate and successful instructional methods. Without data from assessments and correct decoding of the information by educators, students’ needs cannot be sufficiently addressed by the standard. Teachers demonstrate comprehension of the standard by giving appropriate, varied assessments and using interpretations of the data to provide instruction that maximizes learning.

Assessment Variety

  • Effective assessments are presented using different methods and alternate between formative and summative. For my original math unit on numbers 0-10, the assessments ranged from the summative pretest and post test to quick formative checks. While standing in line for the bus or to go to specials, students would count off from 1 to 10 or hold up the necessary amount of fingers. Other times, I would collect their independent work to check if they are on track as a mini-assessment.
Students using plastic teddy bears and number squares to complete the assessment.
Students using plastic teddy bears and number squares to complete the assessment.
Students holding up three fingers to represent the number 3.
Students holding up three fingers to represent the number 3.

Here is a copy of a completed number line students did independently at their desk.

Using Pre-Assessment Data

  • Before beginning the two-week math unit on numbers 0-10, the students used teddy bear counters as a pretest to determine if students possessed a one-to-one concept of their numbers. Most students scored a 100, signaling that they know how to make or count from 0-10. Those students who did not, received more targeted instruction during whole group and independent time as well as homework.
Working with a student on counting from 0 to 10 using the plastic teddy bears.
Working with a student on counting from 0 to 10 using the plastic teddy bears.

Here is a copy of the completed homework for one student.

Grading

  • Grading, like assessments, ranges from a formal numerical or letter grade to a check or star. On tests and other big assignments, the students receive a number grade that corresponds to one of three groups of letter grades. As opposed to the traditional A-F, kindergarteners receive an S, DP, or N. S (80-100) means they understand the material well. DP (60-79) signifies that they need more instruction in the content, and N (59 and below) denotes that the students do not understand the material at all. Students in the DP and N range are given further targeted assistance and instruction in the content.
Click image for larger version. Worksheet provided by https://betterlesson.com/lesson/524486/assessing-number-knowledge-0-10.
Click image for larger version. Worksheet provided by https://www.teacherspayteachers.com/Store/Keeping-Up-With-Kindergarten

For further discussion, see my Professional Practice Standards paper.