T H E P U R P O S E S O F E D U C A T I O N A L A S S E S S M E N T
THE ASSESSMENT
FRAMEWORK
PRIMARY PURPOSES FOR ASSESSMENT
1. Screening
Function
Determines
student skills,
needs, and
levels of
performance
Why
To i...
SCREENING MEASURES
• Goal is to maximize
the amount of
information
collected in the
minimum amount of
time.
• Assessments ...
SCREENING MEASURES
• Screening assessments must:
• Align with what is being taught
• Have alternate versions
because of re...
PRIMARY PURPOSES FOR ASSESSMENT
2. Progress Monitoring
Function
Monitors student
response to
targeted
instruction
Why
To i...
PROGRESS MONITORING
PROGRESS MONITORING
PM Provides:
• Data to make decisions
about students
• Accountability by
documenting progress
• Flexib...
PRIMARY PURPOSES FOR ASSESSMENT
3. Diagnostic
Function
Analyzes
student
strengths and
weaknesses
to identify
specific
inst...
DIAGNOSTIC MEASURES
• Diagnostics are expensive and time-
consuming to administer.
• Assessments should only be given when...
PRIMARY PURPOSES FOR ASSESSMENT
4. Outcome
Function
Measures
student
performance
relative to
state or
national
grade-level...
OUTCOME MEASURES
• Assessment provides a
bottom-line evaluation
of the effectiveness of
the reading program.
• Outcome ass...
FINAL WORD
High-quality assessments provide feedback to
students, teachers, and schools about what has been
learned, and t...
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  1. 1. T H E P U R P O S E S O F E D U C A T I O N A L A S S E S S M E N T THE ASSESSMENT FRAMEWORK
  2. 2. PRIMARY PURPOSES FOR ASSESSMENT 1. Screening Function Determines student skills, needs, and levels of performance Why To identify students who need additional assessments and/or supplemental/ intervention instruction Who All students Key Features Brief, initially administered early in the year, & predictive of reading outcomes
  3. 3. SCREENING MEASURES • Goal is to maximize the amount of information collected in the minimum amount of time. • Assessments can be administered up to 3 times per year (beginning, middle, and end).
  4. 4. SCREENING MEASURES • Screening assessments must: • Align with what is being taught • Have alternate versions because of repeated use • Be efficient – quick, reliable, valid • Have “predictive validity” – e.g. a low score in the Fall predicts difficulty at the end of the year
  5. 5. PRIMARY PURPOSES FOR ASSESSMENT 2. Progress Monitoring Function Monitors student response to targeted instruction Why To inform teacher of effectiveness of targeted instruction for individual students Who Students who are at risk or have not met grade-level benchmarks & are receiving interventions in specific skill areas Key Features Brief, administered frequently, sensitive to small changes over time
  6. 6. PROGRESS MONITORING
  7. 7. PROGRESS MONITORING PM Provides: • Data to make decisions about students • Accountability by documenting progress • Flexibility to modify intervention components • Motivation to continue until goals are achieved
  8. 8. PRIMARY PURPOSES FOR ASSESSMENT 3. Diagnostic Function Analyzes student strengths and weaknesses to identify specific instructional needs Why To provide more precise, in- depth info of a student’s knowledge and skills in order to guide instruction Who Students identified for additional support based on screening, if more information is needed Or students who are not making progress over a period of time, if more information is needed Key Features Given individually, provides an in-depth instructional profile
  9. 9. DIAGNOSTIC MEASURES • Diagnostics are expensive and time- consuming to administer. • Assessments should only be given when there is a high probability they will provide new information to help plan more effective instruction. • If schools are implementing screening and progress monitoring in a reliable and valid way, diagnostic measures may be necessary only in unusual circumstances.
  10. 10. PRIMARY PURPOSES FOR ASSESSMENT 4. Outcome Function Measures student performance relative to state or national grade-level achievement expectations Why To determine student progress based on national or state norms To make decisions about students for upcoming years Who All students Key Features Comprehensive
  11. 11. OUTCOME MEASURES • Assessment provides a bottom-line evaluation of the effectiveness of the reading program. • Outcome assessments are conducted following instruction (at the end of a unit, grading period, and/or year).
  12. 12. FINAL WORD High-quality assessments provide feedback to students, teachers, and schools about what has been learned, and they ‘feed-forward’ information that can shape future learning, as well as guide college and career-related decision making. Keep in mind that some assessments can be used for multiple purposes.

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